Category: Student Engagement

  • 10 Website Marketing Strategies for Building Your Reputation

    10 Website Marketing Strategies for Building Your Reputation

    The internet has dramatically transformed and so has university website marketing. From basic online brochures relying on a “build it and they will come” approach, websites evolved into dynamic, interactive platforms driven by search engine optimization (SEO) and mobile optimization. Now, website marketing blends AI-driven insights with omnichannel experiences, as prospective students expect seamless, personalized interactions that clearly articulate an institution’s value. 

    With Google’s widespread release of AI-powered search to all users, your brand and reputation are more critical than ever. The internet’s collective opinion of your institution, interpreted by AI, now directly influences search results. Strong, positive brand reputations inherently signal authority and trustworthiness to AI, increasing visibility and recommendations.  

     This moment opens new doors for higher ed digital marketing. A website that simply exists today is a missed opportunity. If it doesn’t connect with the Modern Learner or clearly articulate your institution’s unique value, you’re not just losing their interest; you’re losing enrollments and damaging your reputation. For today’s Modern Learner, who expects seamless digital experiences and values authenticity and flexibility, your website is their first impression of your brand and reputation. 

    To transform your website into a reputation-building, revenue-generating asset, you need a holistic website marketing strategy that positions your EDU website as a strategic asset that continuously adapts to learner needs, builds authentic connections and signals authority to AI. Explore 10 essential website strategies to that will ensure your institution is found and chosen by the Modern Learner.

    1. Optimize Content to Feed AI Robots  

    The Modern Learner’s journey now begins with AI. To stand out, your website needs to engage prospective students and be optimized for how AI tools find and present information. At EducationDynamics, we’ve anticipated the rise of AI in search and adapted our website marketing strategies to help institutions stay ahead and continue to outrank the competition.     

    To optimize content for both audiences, structure it clearly with descriptive headings, concise copy and consistent formatting so AI can accurately surface your programs. Highlight outcomes like career paths, program value and student success to connect your offerings to what students truly want.  

    Use natural, straightforward language that’s easy for humans and AI to interpret. Prioritize content types that AI favors, such as FAQs, career guides and student stories, to build trust and boost discoverability.  

    Your website is a pivotal opportunity to tell a compelling story that highlights your institution’s core values and unique strengths. That way, when students ask the search engines questions about the right institution for them, your website is positioned to be a top answer.  

    2. Ensure Your Website Provides a Seamless User Experience (UX) and Prioritizes Accessibility 

    Modern Learners expect fast, intuitive and accessible digital experiences. From the moment a prospective student lands on your site, navigation should feel natural. Clear headers, streamlined menus and a consistent experience across all devices ensure visitors can easily find the information they need without frustration. 

    First impressions matter, and your website’s speed and mobile responsiveness are non-negotiables. Slow load times or clunky mobile layouts can lose students before they even reach your message. A user-centric website builds trust and reflects your institution’s commitment to meeting students where they are.  

    Accessibility isn’t an add on—it must be built into your website’s infrastructure. Inclusive design ensures every user, regardless of ability, can engage with your content.  

    At EducationDynamics, we consistently stay ahead by adopting UX and CRO technologies early, allowing our team to rapidly launch A/B tests and uncover what truly resonates with students. Through continuous optimization and real-time insights, we help institutions create user experiences that reflect their brand, support enrollment goals and keep prospective students moving forward. 

    3. Optimize for Modern Search (SEO & GEO) 

    The Modern Learner demands more. As search evolves with AI, your institution’s digital visibility isn’t just important—it’s paramount.  Traditional SEO, while foundational, falls short in today’s evolving search ecosystem where the rules of digital visibility are being rewritten. 

    With the widespread release of AI-powered search, prospective students are discovering their educational options without clicking on an actual link. As a result, institutions must embrace Generative Engine Optimization (GEO). GEO isn’t just about keywords; it’s about optimizing for how AI interprets, ranks and amplifies your institution’s content. A GEO-first strategy demands prioritizing well-structured content, rich media and authentic first-person perspectives from your students and faculty to command visibility in this new, AI-driven search reality. 

    EducationDynamics doesn’t just adapt to these shifts; we innovate by anticipating emerging trends, leveraging cutting-edge technology and leveraging data-driven insights.  Our research-driven approach to SEO for higher education and GEO is continuously evolving, placing your institution at the forefront of how Modern Learners discover and engage. We ensure your visibility, credibility and competitive edge are undeniable, whether through traditional search or the power of AI. 

    4. Amplify Your Brand Voice Across All Digital Touchpoints 

    In a crowded digital landscape, fragmented messaging is a liability. For the Modern Learner, a unified brand voice across every digital touchpoint isn’t just a best practice; it’s the foundation of trust and the catalyst for lasting connection. When prospective students move between your website, social media, emails and ads, they should encounter consistent messaging that reaffirms your brand identity. Anything else risks confusion. Consistency, on the older hand, builds clarity and drives connection.   

    That alignment must be grounded in a strong brand narrative that communicates your institution’s values, mission and what sets you apart. In a market where students are inundated by options, your ability to clearly communicate your institution’s unique offerings is critical and helps students quickly understand why your institution is the right choice.  

    Real stories from students and alumni bring that narrative to life. These experiences do more than inspire; they create emotional ties that help prospective students see themselves in your community. 

    A clear, consistent brand voice, supported by a strong website content strategy, is more than a marketing asset. It is a strategic imperative, turning interest into action that builds lasting loyalty from enrollment to graduation and beyond.  

    5. Personalize the Digital Experience for Each Prospective Student 

    Personalization is no longer optional. It is essential for driving engagement, building trust and supporting students through the enrollment process. 

    By leveraging personalized content marketing, institutions can create a one-to-one experience that feels relevant and responsive. Customized email campaigns, dynamic landing pages and virtual campus tours foster connections with students. These experiences demonstrate your institution’s understanding of Modern Learners and help each individual develop a meaningful connection. 

    Personalization works best when guided by data. By monitoring behavioral cues such as pages viewed, time spent and programs researched, institutions can tailor content and messaging to align with each student’s needs. This enhances the user experience and makes students feel understood. 

    This is more than optimization. It’s relationship-building. Strategic personalization transforms passive interest into meaningful engagement and builds confidence in your institution’s ability to support each student’s journey. 

    Modern Learners don’t respond to static messages. They engage in dynamic conversations. Through data-driven personalization, institutions can build digital experiences that feel tailored and conversational, moving students from curiosity to commitment faster and with greater trust. 

    6. Build Your Advocate Community  

    he most powerful testimonials come from those who live your brand. By cultivating a vibrant advocate community, your institution doesn’t just enhance its reputation; it ignites a powerful, authentic narrative that deeply connects with prospective students, solidifying their confidence and accelerating their enrollment decision.  

    Student testimonials and reviews are among the most effective tools for building trust and credibility on your website. Authentic stories bring your brand to life, helping prospective students envision themselves thriving at your institution. Featuring a diverse range of testimonials across various website pages ensures these voices resonate with a wide audience and reflect the true student experience. 

    Provide opportunities for students and alumni to share their stories, then amplify their voices across your website and broader digital presence. This cohesive approach weaves authentic advocacy into all touchpoints, enhancing emotional connection and making your institution more relatable. 

    By rooting your brand in real experiences, you strengthen reputation and build lasting relationships. Authentic connection sets your institution apart and drives enrollment in a competitive market. 

    7. Facilitate Communication and Engagement 

    In today’s fast-moving digital world, access matters. Offering multiple communication channels on your website such as forms, live chat, text messaging, email and phone ensures prospective students can easily reach out in the way that suits them best. Making information and enrollment support readily accessible improves the overall student experience and fosters a sense of control during the decision-making process. 

    Incorporating AI-powered chatbots can further enhance engagement by providing instant answers and personalized guidance 24/7. These tools handle routine questions efficiently, allowing your team to focus on high-impact interactions that require a human touch. 

    When institutions prioritize fast, flexible communication across digital, they do more than offer convenience. They build trust, open the door to deeper engagement and provide the seamless support that moves students closer to enrollment. 

    8. Use Data and Analytics for Continuous Improvement

    Website optimization isn’t a one-time task; it is a continuous process driven by data.  Institutions should regularly track key metrics such as page engagement, bounce rates, conversions and time spent on site to understand how visitors interact with their content. Tools like heatmaps and A/B testing provide valuable insights into user behavior and help identify what elements resonate and where improvements are needed. 

    By leveraging data-driven insights from user search patterns, click paths and drop-off points, institutions can make informed decisions to enhance user engagement and increase conversion rates. Testing different headlines, layouts and calls to action allows for experimentation that drives measurable results. In addition, effective website management requires a robust Content Management System and a clear governance policy to ensure ongoing maintenance and optimization. 

    As leading market research experts in higher education, EducationDynamics knows what it takes to transform data into action.  Our team’s relentless focus on analytics and optimization isn’t just about attracting students; it’s about continuously refining a digital experience that fortifies your institution’s reputation. We empower you to harness insights, ensuring your website is a dynamic asset that converts curiosity into committed enrollment and lasting brand loyalty. 

    9. Showcase Real Outcomes with Career-Focused Tools and Resources

    Today’s students are looking for more than a degree. They want a clear path to a successful future. Your website must deliver on this expectation by showcasing tangible outcomes that prove your institution’s value. Highlighting real-world results is one of the most powerful ways to build credibility and elevate your brand.  

    Integrate features that demonstrate the long-term impact of your programs. Job placement stats and alumni success stories reinforce your institution’s influence and give students confidence in their future. Spotlight employer partnerships and accessible career services to position your school as career-connected and student-focused. Interactive tools like salary calculators, career pathway infographics and program-matching quizzes deepen engagement and help students make informed decisions. 

    By clearly communicating return on investment through your website, you do more than just inform prospective students — you build trust, strengthen your institution’s reputation and guide students closer to enrollment. This isn’t merely sharing information, it’s about demonstrating that your institution delivers on its promises. When you connect outcomes to the student experience, you create the kind of meaningful, value-driven journey that today’s Modern Learners actively seek.  

    10. Develop a Robust Content Hub That Positions Your Institution as a Thought Leader 

    In today’s competitive higher education environment, institutions must take every opportunity to showcase their unique brand proposition. Your website is a mission-critical touchpoint with power to either build or break institutional reputation. When used strategically, it becomes more than a source of information. Rather, it can be a content hub that reflects your institution’s unique offerings, while building trust and elevating your brand. 

    By highlighting content such as faculty research, student initiatives, alumni achievements and blogs on timely topics, your institution can build relevance and authority. Your website content strategy should ensure your website becomes a living representation of your institution’s values and vision. This makes your website a living representation of the institution’s values and vision, creating an integral link to your audience and ultimately leading to stronger brand credibility, increased organic engagement and a lasting reputation as a thought leader in higher education.

    The Moment is Now: Elevating Reputation in the AI Era 

    Your website is more than a digital touchpoint; it is the heartbeat of your brand and foundation of your institution’s future. In an AI-driven world, standing still means falling behind.  

    At EducationDynamics, we’re here to help you navigate these changes with confidence. Transforming lives through higher education is at the core of our mission, and that means anticipating trends, understanding shifts and equipping our partners to thrive. 

    This is not merely an opportunity to adapt; it is an imperative to lead. Now is the decisive moment to fundamentally reimagine your website’s strategic role in driving unparalleled visibility, sustainable growth, and a strong reputation. Join John Weaver and Karina Kogan for “The New Rules of Website Marketing,” a live virtual masterclass that will show you how to turn your website into a high-impact tool for success in an AI-driven world. Secure your institution’s future advantage by reserving your spot today. 

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  • A new way of addressing the enigma of student engagement

    A new way of addressing the enigma of student engagement

    by Caroline Jones and Leonie Sweeney

    Psychosocial and Academic Trust Alienation (PATA) Theory as a Methodological Lens

    Higher education is experiencing post-pandemic challenges which have increased pressure on students in multifaceted and interconnecting ways (Jones & Bell, 2024). Existing research suggests that post-pandemic, students’ mental health and wellbeing has been significantly impacted (Chen & Lubock, 2022; Defeyter et al, 2021; Jones & Bell, 2025; McGiven & Shepherd, 2022; Nunn et al, 2021). This indicates that research into the field of higher education is needed more pro-actively than ever before, especially given the diverse student market.

    Currently there is considerable research in the form of critique of policy trends or evaluation of the effectiveness of changes in practice; however, the PATA theory lens suggests an approach to research centring on the educational psychologies and intricacies of the student and the enigma of student engagement (Buckley, 2018; Jones & Nangah, 2020: McFarlane & Thomas, 2017).

    Our recent article presents the PATA theory as a methodological lens through which higher education student behaviours, characteristics, and demographics can be researched. Furthermore, it provides an explanation of the PATA theory with specific links to student engagement. The idea of the PATA theory was first explored by Jones in 2017 and developed further in 2020 and 2021 in response to recognised issues faced relating to student engagement in widening participation student demographics. This research establishes the theory which can be applied to investigating the complexities of student demographics, with the aim being to develop knowledge and understanding of issues affecting students such as post-pandemic engagement.

    Guidelines from the QAA (2018) state that due to the demographic of the students who attend each institution, student engagement needs to be interpreted and encouraged in response to student/higher education institutional need. Therefore, student engagement can be interpreted in a variety of ways, examining the links between time, energy and other properties invested by HEIs and students with the aims of cultivating the student experience, strengthening educational outcomes, encouraging development and raising student achievement. Positive student engagement can lead to successful student outcomes, lower attrition rates and improved social mobility, demonstrating the importance of research for understanding and investing in student engagement practices.

    The PATA theory sits under the umbrella of alienation theory: it considers the individual student’s psychosocial status (self-concept/self-esteem levels) and has identified links to academic trust levels (Jones, 2021), particularly for students from the widening participation demographics or those who have experienced socio-economic disadvantage, see figure 1.

    Figure 1. PATA Theory (Jones, 2021)

    The PATA theory fits as a methodology within the realms of phenomenology as it enables researchers to present a narrative to represent the phenomena studied to extract significant statements from the data to formulate meaning. Neubauer, Witkop and Varpio (2019, p91) believe it is imperative for the researcher engaging in phenomenological research to be familiar with the philosophical ‘interpretations of human experience’, whilst Morrow, Rodriguez and King (2015, p644) advise that ‘descriptive phenomenology is especially valuable in areas where there is little existing research’. An additional crucial aspect of phenomenology is understanding that social reality has to be grounded in an individual’s encounters in authentic social situations. The focal point of the PATA theory lens research is to understand how students’ psychosocial status affects the academic trust of their higher education experiences and the relationships that arise out of the social exchanges therein, permitting researchers to construe the associations that the participants make.

    This article analyses the PATA theory potential range of research methods that can be employed and used in higher education practice and is supported by three case vignette examples with reflection points.  For example, we would usually see student disengagement relating to activities such as non-attendance, but the PATA theory shows us that the concept of student engagement is much more complex and encourages higher education institutions and professionals to view the issue in a more holistic student-centred way rather than homogenously.

    Additionally, post-Covid there has been a significant rise in the number of students presenting with mental health issues, with students struggling to attend and engage with their programmes of study. Currently, the assessment strategies used by HEIs for capturing student engagement fail accurately to measure both student engagement and sense of belonging. However, using the PATA theory as the research lens would provide a deeper insight into the post pandemic issues faced, by focussing on student alienation and the strengthening of trust between the student and the institution. HEIs could then scrutinise their existing on-campus experiences to aid the re-engagement process, and practice could be adapted to increase the student experience, such as including more pastoral 1:1 support time within the timetable.

    Some further practical illustrations of how the PATA theory might influence our understanding or make a difference in practice are:

    • To understand potential psychological barriers to student engagement based on demographics, behaviours and characteristics.
    • To identify success stories of positive engagement where good practice can be disseminated or shared to improve student outcomes.
    • To take a deep dive into higher education practices, course or programmes to find out if there are specific teaching and learning barriers affecting students.
    • Provides time and space to analyse intricate needs of specific demographics; behaviours and characteristics such as impact of low tariff on entry gaps or previous educational experiences.
    • Can lead to bespoke action to address potential equality and inclusion concerns.
    • Can be used as an early intervention tool to support students’ re-engagement potentially contributing to reduced attrition and improvements in social mobility.
    • Can be used to explore wider societal issues that affect engagement

    The PATA theory has its limitations, being a new and emerging theoretical perspective, and is very much open to academic critique. However, this concept does bring new insight to the complexities of the student community, the higher education institutional and political landscapes and could be used as a methodological lens to develop deeper knowledge and understanding of student engagement challenges. Whilst the PATA theory is a complex idea applied to a range of complex student issues, when the phenomenon is understood well, there is the potential to really make a difference to the educational outcomes for students. Furthermore, existing theories do not make connections between psychosocial status and academic trust which is where the PATA theory can contribute to a stronger understanding of the student phenomena.

    The article on which this blog is based is

    Jones, C. S., and Sweeney, L (2025) ‘The Psychosocial and Academic Trust Alienation (PATA) Theory: A new lens to research higher education student phenomena: behaviours, characteristics, and demographics’ Student Engagement in Higher Education Journal, 6(1), 79–110 https://sehej.raise-network.com/raise/article/view/1240.

    Caroline Jones is an applied social sciences teaching professional with extensive experience working in the children and young people field and lecturing/programme leading in Higher Education. Currently employed as a Tutor based within the Health and Education Faculty at Manchester Metropolitan University, having previously been a Lecturer at the University Campus Oldham and at Stockport University Centre. Also an External Examiner for Derby University/Middlesex University and a Peer Reviewer for IETI. Research interests include; leadership and management, social mobility and social policy, risk, resilience and adolescent mental health, young care leavers, widening participation and disadvantage, originator of the ‘psychosocial and academic trust alienation’ (PATA) theory.

    Email: c.jones@mmu.ac.uk. LinkedIn: https://uk.linkedin.com/in/caroline-jones-1bab40b3. Twitter/X: @c_JonesSFHEA. Researchgate: https://www.researchgate.net/profile/Caroline-Jones-39?ev=hdr_xprf.

    Leonie Sweeney is a teaching professional within the Applied Social Sciences faculty at Manchester Metropolitan University, with many years of experience working within the children and young people sector. Currently employed as a Higher Education Course Leader and Lecturer, delivering Children and Young People and Early Years degree courses. Additionally, is an External Examiner for University of Chichester and University of Sunderland. Research interests include: student engagement, social mobility, widening participation.

    Email: leonie.sweeney@oldham.ac.uk

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Unibuddy launches AI tool to boost student engagement

    Unibuddy launches AI tool to boost student engagement

    Unibuddy, a higher education peer-to-peer engagement platform, has officially launched Assistant – an AI tool designed to support large-scale, authentic student-led conversations.

    Following a successful beta phase, the tool is now fully live with 30 institutions worldwide and delivering impressive results: tripling student engagement, cutting staff workload significantly, and maintaining over 95% accuracy.

    As universities face increasing pressure from tighter budgets and rising student expectations, Unibuddy said its Assistant tool offers a powerful solution to scale meaningful engagement efficiently, combining the speed of AI with the authenticity of real student voices.

    • 65,000 unique students have used Assistant
    • 100,000+ student questions answered automatically without requiring manual intervention
    • 125% increase in students having conversations
    • 60% increase in lead capture
    • five hours saved per day for university staff

    “Today’s students demand instant, authentic and trustworthy communication,” said Diego Fanara, CEO at Unibuddy. “Unibuddy Assistant is the first and only solution that fuses the speed of AI with the credibility of peer-to-peer guidance – giving institutions a scalable way to meet expectations without sacrificing quality or trust.”

    Unibuddy has partnered with more than 600 institutions globally and has supported over 3,000,000 prospective students through the platform. As part of this extensive network, it regularly conducts surveys to uncover fresh insights. Although chatbots are now common in higher education, survey findings highlight key limitations in their effectiveness:

    • 84% of students said that university responses were too slow (Unibuddy Survey, 2025)
    • 79% of students said it was important that universities balance AI automation (for speed) and human interaction (for depth) while supporting them as they navigate the decision-making process (Unibuddy Survey, 2025)
    • 51% of students say they wouldn’t trust a chatbot to answer questions about the student experience (Unibuddy Survey, 2024)
    • 78% say talking to a current student is helpful — making them 3.5x more likely to trust a peer than a bot (Unibuddy Survey, 2025)
    • Only 14% of students felt engaged by the universities they applied to (Unibuddy Survey, 2025)

    Unibuddy says these finding have shaped its offering: using AI to handle routine questions and highlight valuable information, while smoothly handing off to peer or staff conversations when a personal, human connection is needed.

    Buckinghamshire New University used Unibuddy Assistant to transform early-stage engagement – generating 800,000 impressions, 30,000 clickthroughs, and 10,000+ student conversations in just six months. The university saved over 2,000 staff hours and saw 3,000 referrals to students or staff. 

    Today’s students demand instant, authentic and trustworthy communication
    Diego Fanara, Unibuddy

    Meanwhile the University of South Florida Muma College of Business reported over 30 staff hours saved per month, with a 59% click-to-conversation rate and over a third of chats in Assistant resulting in referrals to student ambassador conversations. 

    And the University of East Anglia deployed Assistant across more than 100 web pages, as part of the full Unibuddy product suites deployment of peer-to-peer chat, with student-led content contributing to a 62% offer-to-student conversion rate compared with 34% of those who didn’t engage with Unibuddy. 

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  • connecting-with-peers-in-college-5-ways- The Cengage Blog

    connecting-with-peers-in-college-5-ways- The Cengage Blog

    Reading Time: 4 minutes

    May is Mental Health Awareness Month, a time to elevate conversations around mental wellbeing and reduce the stigma that surrounds it. In recognition, we’re sharing stories directly from students who are navigating the pressures and facing the challenges of higher ed life today.

    One of those students is Pranav Harwadekar, a junior at Texas A&M University. Here’s Pranav’s perspective, in his own words.

    The power of connection

    If there’s one thing I’ve learned as a college student, it’s that connection isn’t just helpful, it’s healing. In the middle of exam stress, academic pressure and juggling 12 open tabs of assignments (and let’s be honest, at least three of them are YouTube, Instagram and Tiktok), having people around you — friends, study partners or just someone to grab a coffee with — can make all the difference.

    Connection isn’t a one-size-fits-all thing. Some people find it during big events, others in quiet moments. As a student navigating a hectic schedule full of coding projects, data analysis and meetings (shoutout to the group projects that always start at 9:00 PM), I’ve had to find creative ways to build community. And in doing so, I’ve realized it’s not just about making friends but about protecting mental health and helping others do the same.

    So, here are five real ways I’ve been fostering connections with my peers, and why they’ve made college feel a little more human.

    1. Group chats that turn into lifelines

    Group chats usually start as the go-to place for messages like, “Wait…when is this due again?” or “Anyone understand question four?” But over time, something funny happens — they evolve. What began as an academic safety net in my computer science classes slowly morphed into a space where we actually talk. We rant when a project takes five hours longer than expected, laugh (gently) about who’s been making good use of extensions and spiral together when the exam review sheet drops and it’s 12 pages long.

    Those chaotic late-night messages, the random hot takes on campus food and the “I give up, I’m switching majors” jokes? They bond us. There’s something comforting about knowing you’re not the only one losing it over a bug that shouldn’t be there.

    2. Volunteering for a shared cause

    One of the most meaningful ways I’ve built connections is through giving back. Whether it was organizing events with UNICEF or volunteering at Hope Health Care, I’ve learned that shared purpose creates real bonds. At Texas A&M, I joined the Engineering Honors Executive Committee. One of the events we take the most pride in is The Big Event — where over 15,000 “Aggies” step out to serve the local community in a single day of service.

    There’s something powerful about rolling up your sleeves next to someone, whether you’re painting fences, planting trees or just picking up trash. You start out as strangers, but by the end, you’ve shared laughs, swapped stories and worked towards something bigger than yourselves. Service naturally opens the door to honest conversations and, often, unexpected friendships.

    3. Making space for real talk

    Some of the best conversations I’ve had in college didn’t happen in classrooms or club meetings. They’ve happened on the walk back from class, while sitting outside the library or in a dining hall when someone casually asked, “How’s everything going?” One time after a brutal week of exams, I admitted to a classmate that I was completely burnt out and questioning if I was even cut out for this major. Instead of brushing it off, they nodded and said, “Same.” That moment of honesty sparked a 30-minute conversation about stress, expectations and feeling like we were just trying to stay afloat.

    I’ve learned that being vulnerable about things, like imposter syndrome, burnout or just needing a mental break, often gives others permission to open up too. It doesn’t always have to be deep. But carving out space for real conversations can turn casual classmates into people you genuinely trust.

    Mental health isn’t just about crisis moments. It’s also about those small check-ins. A simple “How are you doing — really?” can go a long way.

    4. Saying yes to the spontaneous stuff

    Some of the most meaningful connections I’ve made came from saying “yes” to the random stuff: A late-night walk to the campus food truck. A last-minute invite to play spikeball on the quad. A spontaneous movie night where half of us fell asleep mid-way through.

    College is full of moments that don’t feel significant at first. They become the ones you remember because they weren’t forced. They were real. It’s easy to say, “I’m too busy” or “Maybe next time.” But leaning into those little, unplanned hangouts has helped me find people who make the stress feel lighter and the experience way more fun.

    Sometimes, connection starts with just showing up.

    5. Celebrating the little wins together

    College can feel like a never-ending cycle of deadlines, exams and late-night study sessions. It’s easy to stay stuck in survival mode — just pushing through one task after another. That’s why I’ve made it a habit to pause and celebrate the small stuff: finishing a tough project, surviving a brutal week or even just showing up when it was hard to.

    Sometimes that celebration means grabbing dinner with friends, playing spikeball until the sun goes down or spontaneously turning someone’s dorm into a cricket ground. These moments might seem small, but they remind us to slow down and actually enjoy the experience. When we celebrate the little wins together, the big challenges feel a lot more manageable.

    Why this matters (especially in May)

    College can feel isolating at times. And Mental Health Awareness Month is a powerful reminder that we’re not meant to navigate it all alone. The truth is: connection doesn’t have to be big or complicated. It can begin with something as small as a “You good?” text, a shared laugh over a meme or sitting next to someone new in class.

    When we make space for each other — through the small things — we build something bigger: resilience, community and a sense that we belong. Every time we show up for someone, or let them show up for us, we help create a more supportive and compassionate campus.

    And if you’re reading this and feeling even a little disconnected — I get it. I’ve been there too. But trust me: connection often starts with a tiny step. Say yes to that invite. Send that message. Sit down at the crowded table. You might be surprised by how much better things feel when you do.

    Written by Pranav Harwadekar, a junior computer science honors major at Texas A&M University.

    Are your students having trouble connecting with peers in college? Share Pranav’s article for inspiration. Plus, check out an additional student’s perspective on navigating the “College Life Crisis.”

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  • Talking the talk: language for learning in higher education

    Talking the talk: language for learning in higher education

    by Estefania Gamarra, Marion Heron, Lewis Baker and Harriet Tenenbaum

    Do you remember when you started university, and you were expected to use a whole new language? We don’t just mean new nomenclature such as ‘seminars’ or ‘tutorials’, but language that can help you make a clear argument or disagree politely with a classmate. This language, or educational dialogue, and in particular disagreeing politely, is critical to be an engaged citizen in a healthy democracy, without otherwise descending into unhealthy practices such as ‘cancel culture’ as recently highlighted in the media. In this blog post, we argue that universities have a responsibility not only to teach students how to talk in an academic context, but also for this teaching to be discipline-specific and embedded in the disciplinary study where possible.

    There is a long-held misperception that all students who start university are able to talk the talk of the university, that is, they have the language skills, the terminology, and the confidence to articulate their opinions from their first day. This is just simply not true for many undergraduate students. Having English as a first language is also not necessarily an advantage. Bourdieu et al (1994, p8) said, “academic language… is no one’s mother tongue, not even that of children of the cultivated classes”.

    What do we mean by language here? We have drawn on the pedagogy and research from compulsory school education, namely the work of scholars at Cambridge University. Their work on educational dialogue has been successfully incorporated into school teaching with impressive results. Educational dialogue here refers to communicative acts such as agreeing, disagreeing, reasoning and expressing ideas. Research in school settings has shown that encouraging such dialogue can boost academic attainment. One study highlighted the relationship between elaborating on ideas and attainment in reading, spelling, punctuation and grammar. Despite this compelling evidence, similar strategies have been underexplored in higher education.

    In our university classrooms, we hear students say things such as: ‘I know the answer, but don’t know how to phrase it’ and ‘I need to learn how to express my answer like that’. So, if students are themselves noticing a need for academic language, why are we so behind in the higher education context? And more importantly, what language do these students need? Do they all need the same academic language to confidently talk the talk? This is exemplified by the dialogue below between two engineering students working on answering multiple-choice questions together, an excerpt from our forthcoming research:

    Student A:  Yeah, listen, we need to be able when we say “force”, to say why.  

    Student B:  Yeah, to flip it.  

    Student A:  Because we were right, like, C is incorrect, but we don’t say why it is not incorrect.  

    Student B:  I don’t know how to word it, you know.

    In our current research project, supported by a Nuffield Foundation grant, we explore whether pairs of Foundation Year students across Engineering, Psychology and Bioscience, engaging in discipline-specific multiple-choice questions, can learn to develop these academic language skills and the extent to which they can do this in an academic year-long intervention programme.

    Our early findings indicate that while students are capable of using academic language, the forms they adopt vary by discipline. For example, consider one of the most basic interactions in academic discussions – giving and asking for reasons. Typically, the default marker for requesting justification is “why?”. The following extract from a psychology discussion illustrates this:

    Student A:  Why do you think that is?

    Student B:  Because, uh, if you got negative emotion, you know, so that is not called positive psychology. Yep, yeah, so I’m thinking about understanding like how to prevent negative emotions.

    In contrast, in science courses such as biology or engineering, it was more common to use “how?” rather than “why?” when asking for reasoning. Consider this extract from an engineering discussion:

    Student A:  Yes. Then the same as D.

    Student B:  D? How?

    Student A:  And then it’s…

    Student B:  Oh.

    Student A:  And this is…

    Student B:  So the arrow goes this way…

    Student A:  So then P goes this way…

    Here, Student B not only asks for the reasoning by using “how?”, but the response unfolds as a sequence of steps outlining the reasoning process. This example also highlights another subject-specific difference: while psychology students typically expand on each other’s arguments or examples, engineering students more frequently build on each other’s equations, often with the assistance of pen and paper.

    So, based on these snippets of authentic student dialogues, let’s return to the question posed at the beginning. Yes, all students can and do need to learn academic language to talk to each other and develop understanding, but the type of language depends on the discipline. Disciplinary differences can be seen in the way students build on each other’s ideas (eg long turns, short turns) as well as the words and phrases used. The evidence from our project shows this.

    We argue that learning to talk the language of higher education should not be considered a prerequisite but instead, should be an essential feature of the higher education curriculum embedded within disciplinary studies.

    Why is this important? Integrating academic language training into the curriculum can enhance students’ academic confidence, foster a stronger sense of belonging, and ultimately improve retention rates. In a post‐COVID world, where student engagement is waning, this conversation‐based approach may also help rebuild the social and collaborative fabric of university life.

    Moreover, the skills developed through such training are highly transferable beyond academia. Students acquire essential discussion and teamwork abilities that prove invaluable in their future careers. It is important to emphasise that developing these skills requires deliberate training; we must not assume that students will acquire them without practice and guidance.

    Although students may already use discipline‐specific language, targeted training helps them become accustomed to engaging in – and, more importantly, listening to – disagreement. These conversational practices become part of their repertoires, enabling them to generalize these skills across various contexts. As noted earlier, we must all learn to engage in constructive disagreement to counteract cancel culture. While the manner of such discourse may vary by discipline, developing these skills is essential for active participation in a healthy, thriving democracy.

    Estefania Gamarra Burga is a Postdoctoral Research Fellow at the University of Surrey. Her research interests include educational dialogue, discourse analysis, gender, and spatial cognition in STEM and higher education.

    Marion Heron is Associate Professor of Educational Linguistics in the Surrey Institute of Education, University of Surrey. She supervises doctoral students on topics in the field of applied linguistics and higher education. She researches in the areas of language and education, with a particular interest in classroom discourse, genre and doctoral education.

    Lewis Baker is a Senior Lecturer in the Faculty of Engineering and Physical Sciences and a Chartered Science Teacher. His research interests include teaching pedagogy and science education, often within a foundation year context.

    Harriet Tenenbaum is Professor of Social and Developmental Psychology. Her research focuses on social justice in young people, everyday conversations, and teaching and learning across the lifespan.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

    Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

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  • Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

    Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

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  • Engaging Students in Meaningful Learning Experiences – Faculty Focus

    Engaging Students in Meaningful Learning Experiences – Faculty Focus

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  • student-assistant-new-genai-capabilities – The Cengage Blog

    student-assistant-new-genai-capabilities – The Cengage Blog

    Reading Time: 2 minutes

    Since launching the Student Assistant in beta last year, we’ve been working with thousands of faculty and students to train it and bring a personalized learning experience to more students. So, what’s next for this GenAI-powered tool? 

    We’re taking it to the next level. Starting this fall 2025, the Student Assistant will become available to over 1 million students with new capabilities, including integration throughout the learning experience, course offerings across 100+ products and our new AI-powered insights dashboard.  

     Let’s jump in. 

    A quick refresher: Let us reintroduce you to the Student Assistant 

    Leveraging intelligent language models and Cengage-trusted content, the Student Assistant guides students through the learning process within their specific products. Currently, embedded in our online learning platform, MindTap, it provides tailored feedback to help students reach their own solutions, without giving away the answers. We want to support students to not only understand what they’re learning, but apply course concepts with confidence. That’s why this tool was purposefully trained by students and instructors, to ensure academic integrity is at the forefront.  

    Personalized support across learning activities 

    We’ve told you how the Student Assistant personalizes learning. Soon, students can experience that level of comprehensive, personalized support throughout their entire learning experience. The Student Assistant is expanding across various learning activities and can support more difficult question types. Plus, its responses will link to actual textbook chapters, images, videos and other resources. This allows students to instantly connect with their course content and understand exactly what they’re learning.  

    More course options equal more opportunities for students 

    Spanning 100+ products, the Student Assistant will be available to over 1 million students, each with their own set of unique learning needs. We’ve expanded access across our best-selling products, including “Principles of Economics” by N. Gregory Mankiw, “Anatomy & Physiology” by Dr. Liz Co, “Precalculus” by James Stewart and more. With more product offerings and platforms available, we can reach a wider range of students from a variety of key disciplines.

    Allows instructors to look beyond grades with AI-powered insights dashboard  

    The most desired AI use case for 52% of instructors we surveyed is AI that personalizes learning and instruction.  

    Built on real-time interactions from the Student Assistant, our new AI-powered insights dashboard is a tool instructors can utilize to support and meet students right where they’re at in the learning process. Instructors can track students’ learning patterns and increase engagement with personalized, actionable insights on everything from study habits to learning challenges and concept gaps – all before it impacts their grades.  

    The future of learning is looking bright 

    Overall, this expansion will help us create better learning experiences for more students and allow instructors like you to meet their individual needs — so you can support them in their academic journeys and create futures full of opportunity.   

    Want to stay posted on updates about our fall 2025 expansion and learn more about the Student Assistant for your course?  

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  • The Student Assistant: Through the Student Lens

    The Student Assistant: Through the Student Lens

    Reading Time: 4 minutes

    You first met our game-changing GenAI-powered Student Assistant in August 2024, and we’ve been keeping you up to date on all of the exciting developments ever since. We’ve told you how it helps personalize your students’ learning experience on a whole new level with content that’s specific to your course textbook — but now we want to show you how. 

    Let’s dive in and explore some visual examples of student interactions that demonstrate its full capabilities.

    Points students in the right direction  

    Do your students ever get stuck on how to begin working on a question or topic? Using the Student Assistant, students can ask for a solid jumping-off point to get the ball rolling in the right direction. They can also ask it to clarify points of confusion, so they can successfully progress through an assignment.  

    Student Assistant tells student where to start by making sure they understand the key terms in the question.

    Student Assistant I'm lost prompt

    Promotes critical thinking and academic integrity 

    The Student Assistant guides students to help them identify the correct answer, without giving it away, promoting the development of critical thinking skills and putting emphasis on self-reliance. Students are also discouraged from simply guessing a correct answer and are asked to explain their logic behind a selection.

    Student asks the Student Assistant to just give them the answer, and the Student Assistant tells them they cannot provide answers directly. The Student Assistant Is it the first answer prompt.

    Simplifies complex topics 

    If students are struggling to comprehend what they’re learning, they can ask for topics to be elaborated on, rephrased or broken down. They can also ask for brief definitions of key terms. 

    Student asks the Student Assistant to make the topic simpler. Student Assistant provides simpler explanation. Student asks Student Assistant to explain topic in a different way. Student Assistant responds with a different explanation.

    Student asks Student Assistant to give a short definition. Student Assistant provides a concise definition for each term.

    Makes real-world connections 

    With the Student Assistant, students can ask for explanations of how topics they’re studying connect to real-world scenarios. It can generate discipline- and career-specific use-cases, helping students understand the relevancy of course content within the framework of their future careers.  

    Student asks the Student Assistant to give them a real-world example of topic. Student Assistant provides an example. Student asks the Student Assistant how topic applies to nursing? Student Assistant provides explanation.

    Student asks the Student Assistant when they'll use this topic after college. Student Assistant provides a detailed explanation.

    Keeps students on track 

    Getting distracted during a task is something that can happen to the best of us, and students are no exception. If students ask to be shown external or entertaining web content, the Student Assistant will redirect and keep them focused on the assignment at hand. This tool will never provide or rely on external content.  

    Student asks the Student Assistant for a cat video. The Student Assistant redirects student back to assignment.

    Motivates and encourages

    The Student Assistant lets students know that it’s okay to struggle through an assignment by encouraging them with a positive, motivational tone. With positive reassurance from the Student Assistant, students can complete assignments with confidence.  

    Student tells the Student Assistant, this is so hard. The Student Assistant replies with encouragement and motivation.

    Reframes course content  

    When students aren’t making personal connections with course content, it can be easy for them to lose interest in the topic altogether. Students can ask for their course topics to be turned into an engaging story, helping them key into critical themes and ideas that they may have initially overlooked.  

    Student asks Student Assistant to turn topic into a story. The Student Assistant provides a story.

    Can’t wait to begin using the Student Assistant in your courses? 

    The Student Assistant is currently available in beta with select titles, including “Anatomy & Physiology”, “CompTIA Network+ Guide to Networks” and “Economics.”  To get started, create a course with any of the titles available with the Student Assistant and start using it today. 

    We’re gearing up for more titles to feature the Student Assistant this fall. In the meantime, you can currently explore this tool’s capabilities, its current list of titles where it’s featured and AI at Cengage.   

     

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