Tag: Balancing

  • Being the Nurse in the Family: Balancing Caregiving and Self-Care Amidst Grief and Stress – Faculty Focus

    Being the Nurse in the Family: Balancing Caregiving and Self-Care Amidst Grief and Stress – Faculty Focus

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  • The AI balancing act: universities, innovation and the art of not losing the plot

    The AI balancing act: universities, innovation and the art of not losing the plot

    • By Professor Alejandro Armellini, Dean of Education and Digital Innovation at the University of Portsmouth.

    Universities want to be at the cutting edge of knowledge creation, but many are grappling with a paradox: how to harness the potential of AI while minimising its pitfalls. Done well, generative AI can help institutions run more efficiently, enhance teaching quality and support students in new and exciting ways. Done poorly, it can generate misinformation, introduce bias and make students (and staff) over-reliant on technology they do not fully understand. The challenge is not whether to use AI but how to make it work for human-driven, high-quality education.

    Across the sector, institutions are already putting AI to work in ways that go far beyond administrative efficiencies. At many universities, AI-driven analytics are helping identify students at risk of disengagement before they drop out. By analysing attendance, engagement and performance data, tutors can intervene earlier, offering personalised support before problems escalate. Others have deployed AI-powered feedback systems that provide students with instant formative feedback on their writing. The impact? Students who actually improve before their assignments are due, rather than after they’ve been graded.

    Concerns about the accuracy, transparency and provenance of AI tools have been well documented. Many of them operate as ‘black boxes’, making it difficult to verify outputs or attribute sources. These challenges run counter to academic norms of evidence, citation and rigour. AI tools continue to occupy a liminal space: they promise and deliver a lot, but are not yet fully trusted. AI can get things spectacularly wrong. AI-powered recruitment tools have been found to be biased against women and minority candidates, reinforcing rather than challenging existing inequalities. AI-driven assessment tools have been criticised for amplifying bias, grading students unfairly or making errors that, when left unchallenged, can have serious consequences for academic progression.

    With new applications emerging almost daily, it’s becoming harder to assess their quality, reliability and appropriateness for academic use. Some institutions rush headlong into AI adoption without considering long-term implications, while others hesitate, paralysed by the sheer number of options, risks and potential costs. Indeed, a major barrier to AI adoption at all levels in higher education is fear: fear of the unknown, fear of losing control, fear of job displacement, fear of fostering metacognitive laziness. AI challenges long-held beliefs about authorship, expertise and what constitutes meaningful engagement with learning. Its use can blur the boundaries between legitimate assistance and academic misconduct. Students express concerns about being evaluated by algorithms rather than humans. These fears are not unfounded, but they must be met with institutional transparency, clear communication, ethical guidelines and a commitment to keeping AI as an enabler, not a replacement, for human judgment and interaction. Universities are learning too.

    No discussion on AI in universities would be complete without addressing the notion of ‘future-proofing’. The very idea that we can somehow freeze a moving target is, at best, naive and, at worst, an exercise in expensive futility. Universities drafting AI policies today will likely find them obsolete before the ink has dried. Many have explicitly reversed earlier AI policies. That said, having an AI policy is not without merit: it signals an institutional commitment to ethical AI use, academic integrity and responsible governance. The trick is to focus on agile, principle-based approaches that can adapt as AI continues to develop. Over-regulation risks stifling innovation, while under-regulation may lead to confusion or misuse. A good AI policy should be less about prediction and more about preparation: equipping staff and students with the skills and capabilities to navigate an AI-rich world, while creating a culture that embraces change. Large-scale curriculum and pedagogic redesign is inevitable.

    Where does all this leave us? Universities must approach AI with a mix of enthusiasm and caution, ensuring that innovation does not come at the expense of academic integrity or quality. Investing in AI fluency (not just ‘literacy’) for staff and students is essential, as is institutional clarity on responsible AI use. Universities should focus on how AI can support (not replace) the fundamental principles of good teaching and learning. They must remain committed to the simple but powerful principle of teaching well, consistently well: every student, every session, every time.

    AI is a tool – powerful, perhaps partly flawed, but full of potential. It is the pocket calculator of the 1970s. How universities wield it will determine whether it leads to genuine transformation or a series of expensive (and reputationally risky) missteps. The challenge, then, is to stay in control, keep the focus on successful learning experiences in their multiple manifestations, and never let AI run the show alone. After all, no algorithm has yet mastered the art of handling a seminar full of students who haven’t done the reading.

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  • Balancing Passion & Practicality: Mia Aston’s College Success Tips

    Balancing Passion & Practicality: Mia Aston’s College Success Tips

    Photo courtesy of Mia Aston

    Mia Aston, whose popular YouTube channel details her daily life as an NYU film student, shares her best advice for college preparedness, career development, and financial literacy.


    What advice do you have for students trying to find the right balance between passion and practicality in their college and career choices?

    Finding a balance between passion and practicality is actually something that I still struggle with today. Amidst the competitive job hunt with graduation approaching this May, I am often questioning why I have led myself more with my heart rather than my head. Many college students choose a major strictly based on how much money they will make or what their working hours will look like. That feels practical. As a film student, I was so in love with storytelling that I dove straight into New York University, blinded by passion. I think any art student has to be somewhat delusional in that sense, but at the end of the day, it comes down to your priorities in life. I would try and figure out what you need to both sustain yourself and be happy. Is a corporate job with a steady income more important to you than an exciting job that initially might not pay the bills? Are you willing to work multiple jobs? Do you have the financial support to even start your career on a lower-paying salary? Can you pursue a more practical career path and still nurture your passions as hobbies? 

    The best advice I can give is to be honest with yourself. You will always have to make sacrifices. Personally, I cannot imagine doing a job that I am not passionate about. I probably will struggle immediately after graduation, but I would be miserable if I did not let myself work in a creative field. This is the unsettling sacrifice, or rather gamble, that I am making. 

    How can students make the most of their college experience — both inside and outside the classroom — to set themselves up for success?

    The best way to make the most of your college experience is to be proactive in learning and pursuing new opportunities. I always feel the most enriched when I am allowing myself to try new things and remain curious about my major. Attend school events, open lectures, galleries, film screenings, office hours, resume clinics, and more. The community around you can be inspiring and informative as well. There is such an endless array of resources available to you as a student. Take advantage of everything. 

    Networking is obviously also essential for your professional success. However, I have found that networking is the most enriching when you don’t approach it as a tool to meet an employer, but as an opportunity to learn from someone who has made it to a position that you hope to be in one day. Utilizing college as a learning experience outside of just the classroom can only help you. 

    What’s one piece of advice you wish you had received when you were preparing for college?

    In the same way that I followed my heart into a film degree, I often let my enthusiasm lead me astray. When I started college, I wanted to be a part of so many different school clubs and work opportunities that I ended up spreading myself too thin. I wish someone had told me to commit to one or two clubs or jobs and let the rest go. I ultimately realized it’s better to give your best efforts to one thing rather than do a half job at seven different things. 

    What are the biggest challenges you faced when navigating both academic and creative fields, and how can you overcome them?

    The biggest challenge I faced when navigating academic and creative fields was time management. The workflow and obligations of my academic and film classes can be extremely different. Managing your time in college is tricky regardless of your major, but when you have to write, shoot, and direct a short film on the same day that you have a research paper due for another course, it can be a little overwhelming. I overcame this by being diligent about my due dates and learning from trial and error. At the end of the day, my work will get done because it has to and because I will not let myself turn it in late. Additionally, managing my time between the two realms of academia and art becomes easier after every project I complete. As you learn more about your creative process and how long you need for each stage of production, you can begin to map out your workload schedule ahead of time. Sometimes I will start writing a paper over a month in advance because I already know that production for a film will be intense and demanding by the time that the paper’s due date rolls around. I am basically always trying to predict the future.

    What role do financial literacy and budgeting play in college preparedness, and what resources would you recommend for students?

    Financial literacy and budgeting play a huge role in college preparedness, but it looks different for everybody. There are so many factors to consider, and it is important to understand what your financial situation requires. NYU’s tuition is very expensive. In regard to my financial standing, I got lucky during my admissions process and was offered a full-ride scholarship from Tisch based on the portfolio I submitted. Therefore, I am able to cover my additional financial responsibilities through YouTube and freelance film jobs. When browsing through potential schools, I would research scholarships and apply to any offered by the college and external organizations. If you need to make money while you are a student, see if you can get an on-campus job. These jobs are great because they should be more flexible with your class schedule and coursework demands. Some of my friends are resident assistants at dorms. They are compensated through university housing and meal plans. I have other friends who work one or two service jobs to pay their bills. There are a variety of ways that you can navigate financial literacy as a student, depending on what you need. One piece of advice I would recommend is understanding what those budgetary restrictions look like for you and honoring them, even though students around you may have different spending habits. Be honest with yourself about the best way to responsibly manage your own money. 

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  • Balancing Technology and Connection in College Recruitment

    Balancing Technology and Connection in College Recruitment

    Let’s be real: college planning is not the only thing on your prospective students’ minds. They’re juggling school, jobs, relationships, social media, and, you know, just trying to figure out life. So, when we talk about AI in college planning, it’s crucial to remember that it’s just one piece of a much larger puzzle.

    At RNL, we’re constantly looking at the trends shaping higher education, and AI is definitely a big one. But here’s the thing: it’s not a one-size-fits-all solution. To truly connect with students, you need to understand how they’re using (or not using) these tools, and meet them where they are.

    It’s all about personas

    Our latest research dives deep into student attitudes toward AI in college planning, and the results are fascinating. We’ve identified four key “AI Adoption Personas” that can help you tailor your outreach and messaging:

    Pioneers (early adopters, enthusiastic users): These digital natives are all-in on AI, using it for everything from college research to essay writing.

    • Key takeaway: Pioneers are already on board but value human guidance. 76% would feel more comfortable if a school advisor explained the benefits and risks of AI.

    Aspirers (interested but cautious adopters): Aspirers see the potential of AI but need a little nudge.

    • Key takeaway: Show them the value! 51% are motivated by easy access to free AI tools, and 41% want to see success stories from other students.

    Fence Sitters (uncertain, passive users): These students are on the fence about AI, often lacking confidence in their current college planning approach. Y

    • Key takeaway: Don’t overwhelm them. 40% haven’t even used online college planning tools! Focus on highlighting the potential of AI and offering advisor support.

    Resistors (skeptical, avoid AI in college planning): Resistors are the most reluctant to embrace AI, preferring traditional methods like guidance counselors and college websites.

    • Key takeaway: Respect their preferences, but don’t write them off entirely. 48% would feel more comfortable with an advisor explaining AI, even if they’re not ready to use it themselves.

    Beyond the bots: human connection still matters

    Image of high school students looking at the cell phones

    No matter which persona your students fall into, one thing is clear: human connection still matters. While AI can provide valuable information and streamline certain tasks, it can’t replace the empathy, guidance, and personalized support students crave.

    Think about it: choosing a college is a huge life decision, and students want to feel understood and supported throughout the process.

    Our research shows that students use a variety of resources for college planning, and these often involve human interaction:

    • College websites (often reviewed with parents or counselors)
    • Parents/family (a trusted source of advice and support)
    • Social media (connecting with current students and alumni)
    • Guidance counselors (providing expert advice and personalized recommendations)
    • Friends/peers (sharing experiences and offering encouragement)
    • Books/online articles (supplementing their knowledge and exploring different options)

    AI is just one tool in their toolbox. It’s a powerful tool, no doubt, but it works best when it complements these other resources, rather than replacing them.

    What does this mean for you?

    It means your staff—admissions counselors, enrollment specialists, and marketing team—are more important than ever. They are the human face of your institution, who can build relationships with prospective students, answer their questions, and alleviate their anxieties.

    The good news is that institutions already know this. Our 2025 Marketing Practices For Undergraduate Students Report confirms that “human-based” enrollment strategies are consistently rated highly effective, often more effective than just two years ago.

    For example, the report shows that:

    • In-person meetings remain a top strategy across all institution types (4-year private, 4-year public, and 2-year), with effectiveness ratings consistently at or near 100%.
    • Personalized videos sent directly to students have seen a significant rise in effectiveness, particularly for 4-year institutions.
    • Even with the rise of digital tools, strategies like SMS, social media, and email communications remain foundational and highly effective, largely because they enable personalized, one-on-one communication.

    These findings underscore that in an increasingly digital world, the human touch truly sets institutions apart.

    Here are a few ways to bring that human touch to your college planning efforts:

    • Invest in training for your staff. Ensure they understand AI’s benefits and limitations, and how to integrate it ethically and effectively into their work.
    • Encourage personalized communication. Don’t rely solely on automated emails and chatbots. Encourage your staff to contact students individually, offering tailored advice and support.
    • Create opportunities for connection. Host virtual or in-person events where students meet current students, faculty, and staff.
    • Highlight the human stories. Share stories of successful alumni, dedicated faculty, and supportive staff. Show prospective students what makes your institution unique.

    Ultimately, success in today’s ever-evolving higher education landscape hinges on a delicate balance: embracing the power of technology like AI while never losing sight of the fundamental importance of human connection.

    By deeply understanding your students – their individual needs, their preferred college planning resources, and their unique “AI Adoption Persona” – and leveraging data to personalize their experience, you can create an effective and genuinely human recruitment and enrollment strategy.

    It’s about blending the efficiency of AI with the empathy and guidance that only your dedicated staff can provide, ensuring that every student feels seen, supported, and confident in their college journey.

    Ready to dive deeper?

    Do you want to learn more about AI in college planning and how to connect with today’s students?

    3 Reasons to Attend the RNL National Conference

    Join us in Atlanta July 22-24 for the most comprehensive conference on enrollment and student success.

    1. Choose from more than 120 sessions on recruitment, retention, financial aid, and more.
    2. Hear the keynote from former Secretary of Education Dr. Miguel Cardona on the future of higher education.
    3. Interact with campus professionals and national experts about ways you can achieve your goals.

    See all the details

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  • The balancing act goes on

    The balancing act goes on

    Balancing free speech and protection from harassment is a complex, evolving challenge with no one-size-fits-all solution.

    Decisions must be made based on the specific context and facts of each case.

    However, our experience shows these risks are dynamic – over time, new challenges emerge, stretching our policies, processes, and understanding. The question for HEIs then, is how to navigate such a landscape.

    Recently, OfS’ Regulatory Case Report for the University of Sussex has sparked extensive commentary. Jim Dickinson, in multiple articles on Wonkhe, has explored its implications for effective regulation, rightly emphasising the crucial role of collaboration and trust.

    Efficiency is the watchword of the day and the approach in the case report risks fostering a more expensive American-style adversarial legalism. But the stakes are higher than just the streamlined effectiveness of our regulatory system.

    The rights, experience and outcomes in education and career for HE students and staff often depend on our approach and decisions in these critical cases.

    Challenges and priorities

    The UK higher education sector has faced a significant challenge. Free speech has at times been overlooked in our policies and work, especially in areas of equity, diversity, and inclusion.

    The policy template in the Sussex case report was drafted by one of Advance HE’s predecessor organisations, the Equality Challenge Unit. However, the sector now shows a shared intent to prioritise free speech. Universities UK states:

    “It’s absolutely essential that universities uphold freedom of speech and academic freedom, and they are legally bound to do so. Universities must also create an environment where all people can work and learn together.

    There is increasing clarity on the “presumption in favour of free speech” in UK law and in higher education practice. This is evident in relation to free speech and protected beliefs, such as in the recent Court of Appeal judgment in the Higgs case, as well as in areas like Prevent and institutions’ responses to protests on Israel/Gaza.

    We would benefit from more openly recognising this shared intent and commitment to free speech and academic freedom. However, the answers to many of the difficult cases and questions that arise in these areas are not settled.

    New incidents will create different circumstances and illuminate different boundaries of law and regulation, and there will be new court cases and judgments to learn from (such as the Supreme Court ruling on the definition of a woman in the Equality Act 2010).

    We will continue to grapple with the challenging interplay between free speech, inclusion, and harassment. This tension is now explicit in the OfS regulatory framework, particularly between freedom of speech and Condition E6 on Harassment and Sexual Misconduct.

    The most important decisions about free speech and inclusion happen in our classrooms and offices. Academics navigate contentious topics and sensitive discussion, while managers respond to concerns about speech and harm, or debates that turn into allegations of harassment.

    These decisions are often uncertain, taken in individual contexts without clear legal precedent or direct policy instruction. Our staff and students therefore depend on our collective ability to make reasonable and proportionate decisions in heated, highly contextualised, and risky environments.

    These challenges are dynamic and will continue to evolve. Many HE policies and solutions from five or ten years ago are not fit for purpose now. We would be naïve to think our current approaches will not again need to evolve to meet future circumstances and challenges.

    How then can we ensure the rights to free speech and protection from harassment are upheld for staff and students under these circumstances?

    The way ahead will require proactive leadership, horizon scanning, and a willingness to collaborate and innovate in sensitive areas.

    Collaboration is key

    OfS itself has emphasised the importance of collaboration. Arif Ahmed, the Director for Freedom of Speech and Academic Freedom at OfS, noted:

    “I believe that there is much to be gained from collaboration with [the sector] on these important issues. I am therefore keen to engage with stakeholders now on the most effective ways to approach the promotion of freedom of speech.

    As a sector, we need to work collaboratively to find opportunities for innovation and allow UK higher education to experiment at the edges of promoting and protecting free speech while openly addressing clear instances of unlawful harassment. UUK, GuildHE and Advance HE alongside many individual institutions have been proactive recently in creating spaces for discussion and practice in balancing free speech and inclusion.

    We are not alone in this challenge. Other nations and HE sectors have similar values and intent but slightly different legal frameworks. The recent Hodgkinson Review from the University of Sydney demonstrates the potential that a more global conversation might offer to horizon scanning and innovation in the UK.

    Beyond collaboration, innovation and horizon scanning, securing free speech and protection from harassment will test institutional resilience to difficult and complex cases. This will require institutional competence, but more importantly, any long-term success demands individual capacity and judgment from academics and staff.

    One-off training programs will be quickly outdated. Staff will be more effective engaging with policies in context, with clear opportunities to escalate challenges and receive responsive feedback and support. Leaders and front-line staff will need to be supported to engage with and share learning from the most complex cases.

    The approach to regulation demonstrated by the Case Report on Sussex encourages institutions to prioritize free speech and embed it into policy and practice. But this is already well understood and underway. What the Case Report won’t do is encourage institutions to step into difficult and complex cases more openly and engage in challenges that don’t have clear answers.

    The hazard here is the possibility of an environment where HEIs and staff may feel compelled to remove risk from engagement with speech. Staff and students might avoid contentious topics in research and teaching and withdraw from activities where there are concerns about harassment and discrimination. This would limit the innovative and provocative speech we should protect and undermine our ability to add value at the boundaries of societal debate.

    New regulation, such as the complaints scheme, could be a powerful mechanism for horizon scanning and supporting learning and consistent practice across institutions. To build a more robust approach to free speech in UK higher education, we need more collaboration and trust, and to build on our shared commitment to free speech and protection from harassment.

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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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