Tag: Era

  • Preparing for a new era of teaching and learning

    Preparing for a new era of teaching and learning

    Key points:

    When I first started experimenting with AI in my classroom, I saw the same thing repeatedly from students. They treated it like Google. Ask a question, get an answer, move on. It didn’t take long to realize that if my students only engage with AI this way, they miss the bigger opportunity to use AI as a partner in thinking. AI isn’t a magic answer machine. It’s a tool for creativity and problem-solving. The challenge for us as educators is to rethink how we prepare students for the world they’re entering and to use AI with curiosity and fidelity.

    Moving from curiosity to fluency

    In my district, I wear two hats: history teacher and instructional coach. That combination gives me the space to test ideas in the classroom and support colleagues as they try new tools. What I’ve learned is that AI fluency requires far more than knowing how to log into a platform. Students need to learn how to question outputs, verify information and use results as a springboard for deeper inquiry.

    I often remind them, “You never trust your source. You always verify and compare.” If students accept every AI response at face value, they’re not building the critical habits they’ll need in college or in the workforce.

    To make this concrete, I teach my students the RISEN framework: Role, Instructions, Steps, Examples, Narrowing. It helps them craft better prompts and think about the kind of response they want. Instead of typing “explain photosynthesis,” they might ask, “Act as a biologist explaining photosynthesis to a tenth grader. Use three steps with an analogy, then provide a short quiz at the end.” Suddenly, the interaction becomes purposeful, structured and reflective of real learning.

    AI as a catalyst for equity and personalization

    Growing up, I was lucky. My mom was college educated and sat with me to go over almost every paper I wrote. She gave me feedback that helped to sharpen my writing and build my confidence. Many of my students don’t have that luxury. For these learners, AI can be the academic coach they might not otherwise have.

    That doesn’t mean AI replaces human connection. Nothing can. But it can provide feedback, ask guiding questions, and provide examples that give students a sounding board and thought partner. It’s one more way to move closer to providing personalized support for learners based on need.

    Of course, equity cuts both ways. If only some students have access to AI or if we use it without considering its bias, we risk widening the very gaps we hope to close. That’s why it’s our job as educators to model ethical and critical use, not just the mechanics.

    Shifting how we assess learning

    One of the biggest shifts I’ve made is rethinking how I assess students. If I only grade the final product, I’m essentially inviting them to use AI as a shortcut. Instead, I focus on the process: How did they engage with the tool? How did they verify and cross-reference results? How did they revise their work based on what they learned? What framework guided their inquiry? In this way, AI becomes part of their learning journey rather than just an endpoint.

    I’ve asked students to run the same question through multiple AI platforms and then compare the outputs. What were the differences? Which response feels most accurate or useful? What assumptions might be at play? These conversations push students to defend their thinking and use AI critically, not passively.

    Navigating privacy and policy

    Another responsibility we carry as educators is protecting our students. Data privacy is a serious concern. In my school, we use a “walled garden” version of AI so that student data doesn’t get used for training. Even with those safeguards in place, I remind colleagues never to enter identifiable student information into a tool.

    Policies will continue to evolve, but for day-to-day activities and planning, teachers need to model caution and responsibility. Students are taking our lead.

    Professional growth for a changing profession

    The truth of the matter is most of us have not been professionally trained to do this. My teacher preparation program certainly did not include modules on prompt engineering or data ethics. That means professional development in this space is a must.

    I’ve grown the most in my AI fluency by working alongside other educators who are experimenting, sharing stories, and comparing notes. AI is moving fast. No one has all the answers. But we can build confidence together by trying, reflecting, and adjusting through shared experience and lessons learned. That’s exactly what we’re doing in the Lead for Learners network. It’s a space where educators from across the country connect, learn and support one another in navigating change.

    For educators who feel hesitant, I’d say this: You don’t need to be an expert to start. Pick one tool, test it in one lesson, and talk openly with your students about what you’re learning. They’ll respect your honesty and join you in the process.

    Preparing students for what’s next

    AI is not going away. Whether we’re ready or not, it’s going to shape how our students live and work. That gives us a responsibility not just to keep pace with technology but to prepare young people for what’s ahead. The latest futures forecast reminds us that imagining possibilities is just as important as responding to immediate shifts.

    We need to understand both how AI is already reshaping education delivery and how new waves of change will remain on the horizon as tools grow more sophisticated and widespread.

    I want my students to leave my classroom with the ability to question, create, and collaborate using AI. I want them to see it not as a shortcut but as a tool for thinking more deeply and expressing themselves more fully. And I want them to watch me modeling those same habits: curiosity, caution, creativity, and ethical decision-making. Because if we don’t show them what responsible use looks like, who will?

    The future of education won’t be defined by whether we allow AI into our classrooms. It will be defined by how we teach with it, how we teach about it, and how we prepare our students to thrive in a world where it’s everywhere.

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  • How Healthcare Professionals Can Thrive in a Digital Era

    How Healthcare Professionals Can Thrive in a Digital Era

    Dr. Adam Goodcoff | Photos courtesy of MedFluencers

    Influencer and emergency medicine physician Dr. Adam Goodcoff shares insights on embracing AI and evolving career pathways to help healthcare professionals stay adaptable and future-ready.


    As someone who has successfully merged clinical practice with digital innovation, how do you believe emerging healthcare professionals can best position themselves to thrive in this evolving landscape?

    I think the best thing someone who’s coming up or even someone actively practicing now could do is keep an open mind and have a hunger for new skills and knowledge. Look at the way machine learning has come into our lives in the last two or three years. If you had asked a clinician three years ago if they found AI helpful, I don’t think they could even tell you where AI was in the mix. Today, there are tools like the ambient AI scribes and various platforms that are now making their way into healthcare. We need to have hunger and interest in the discovery of these new tools and consider how we could integrate them into our day-to-day workflow. I think having an open mind is the best way to do that. 

    What key skills or mindsets do you think are essential for those entering healthcare today?

    I think the mindset is really one of growth and opportunity. We’re entering a really interesting era, as I mentioned, with AI and medicine and tech enabling the workforce for healthcare providers. Even five years ago, it was an analog specialty. I mean, we were interacting with computers and using some dictation software, but nothing really advanced. In that short time span, we’ve accelerated that so much already. 

    What I would say to the learners and those coming into this career is to be hungry and be open to change. Medicine is well known for being slow to change and slow to adopt, and there are reasons for that; there’s safety and security in the way that we’ve done things. However, now at a time when innovation is so rapid, I think it’s important to consider the ways we might be able to integrate that into our workflow.

    Can you share some examples of how social media and digital platforms have created new career pathways within healthcare that might not have existed a decade ago? 

    I think the beauty around social media in healthcare is that we’ve now created an opportunity to educate our peers and patients in a direct-to-consumer space in a way that is faster and more direct than ever before. It’s really democratized health education. I think it’s an exciting time where real value can be brought and exchanged on social platforms.

    Healthcare workforce shortages are a pressing concern. How can innovative career models like those involving digital health communication help address these gaps while also enhancing patient care? 

    I’d be a bit biased answering this, but I think social media brings visibility to healthcare careers and brings some of the fun and discovery back into a career in healthcare. We have physicians and folks of all degrees really showing what life can be like in various career pathways. I found a lot of success in my own content by creating ways for learners to engage and test their skills and to feel rewarded in a friendly learning environment, where there was no pressure to formally study. That’s what we see at MedFluencers: These physicians and healthcare professionals are excited about reaching the next generation of learners, driving the adoption of new technologies and therapies faster, and getting that information in the right hands.

    Looking forward, what trends or opportunities do you foresee that healthcare students should be preparing for to maximize their impact and career satisfaction?

    I think healthcare careers are changing. From a technology side, there’s tremendous enablement, but also the way that the healthcare system works is constantly evolving. There are certainly things about the system that are broken, but there are things that are being fixed, and I think that goes back to my concept of keeping an open mind and being fluid or open to change around the way that a career looks. When I was in high school and thinking about being a physician, it’s different today than it was then. In an equal amount of time, it will be radically different again. We’re at such a quick evolutionary pace here.

     I’d invest in your own learning, especially understanding a bit more about machine learning and AI. I think it’s become a part of all of our lives, and there are so many folks who just quickly label it AI and write it off. What is the AI doing? Why is it different than traditional search? What are we doing differently with these tools?

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  • ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    ‘End of an era’: Experts warn research executive order could stifle scientific innovation

    An executive order that gives political appointees new oversight for the types of federal grants that are approved could undercut the foundation of scientific research in the U.S., research and higher education experts say. 

    President Donald Trump’s order, signed Aug. 7, directs political appointees at federal agencies to review grant awards to ensure they align with the administration’s “priorities and the national interest.

    These appointees are to avoid giving funding to several types of projects, including those that recognize sex beyond a male-female binary or initiatives that promote “anti-American values,” though the order doesn’t define what those values are.   

    The order effectively codifies the Trump administration’s moves to deny or suddenly terminate research grants that aren’t in line with its priorities, such as projects related to climate change, mRNA research, and diversity, equity and inclusion.

    The executive order’s mandates mark a big departure from norms before the second Trump administration. Previously, career experts provided oversight rather than political appointees and peer review was the core way to evaluate projects.

    Not surprisingly, the move has brought backlash from some quarters.

    The executive order runs counter to the core principle of funding projects based on scientific merit — an idea that has driven science policy in the U.S. since World War II, said Toby Smith, senior vice president for government relations and public policy at the Association of American Universities. 

    “It gives the authority to do what has been happening, which is to overrule peer-review through changes and political priorities,” said Smith. “This is really circumventing peer review in a way that’s not going to advance U.S. science and not be healthy for our country.”

    That could stifle scientific innovation. Trump’s order could prompt scientists to discard their research ideas, not enter the scientific research field or go to another country to complete their work, research experts say. 

    Ultimately, these policies could cause the U.S. to fall from being one of the top countries for scientific research to one near the bottom, said Michael Lubell, a physics professor at the City College of New York.

    “This is the end of an era,” said Lubell. “Even if things settle out, the damage has already been done.”

    A new approach to research oversight

    Under the order, senior political appointees or their designees will review new federal awards as well as ongoingl grants and terminate those that don’t align with the administration’s priorities.

    This policy is a far cry from the research and development strategy developed by Franklin D. Roosevelt’s administration at the end of World War II. Vannevar Bush, who headed the U.S. Office of Scientific Research and Development at the time, decided the U.S. needed a robust national program to fund research that would leave scientists to do their work free from political pressure. 

    Bush’s strategy involved some government oversight over research projects, but it tended to defer to the science community to decide which projects were most promising, Lubell said. 

    “That kind of approach has worked extremely well,” said Lubell. “We have had strong economic growth. We’re the No. 1 military in the world, our work in the scientific field, whether it’s medicine, or IT — we’re right at the forefront.”

    But Trump administration officials, through executive orders and in public hearings, have dismissed some federal research as misleading or unreliable — and portrayed the American scientific enterprise as one in crisis. 

    The Aug. 7 order cited a 2024 report from the U.S. Senate Commerce, Science, and Transportation Committee, led by its then-ranking member and current chairman, Sen. Ted Cruz, R-Texas, that alleged more than a quarter of National Science Foundation spending supported DEI and other “left-wing ideological crusades.” House Democrats, in a report released in April, characterized Cruz’s report as “a sloppy mess” that used flawed methodology and “McCarthyistic tactics.”

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  • Technology ushers in a new era of student transportation

    Technology ushers in a new era of student transportation

    School bus fleets have a deceptively simple mission: To safely transport students to and from their homes, games, field trips, and other events. Achieving that mission is anything but simple, regardless of the size of the school or its vehicle fleet.

    The sheer number of variables a school transportation director must manage is overwhelming. Buses have to be well-maintained and fueled up before hitting the road; drivers must be thoroughly trained and regularly monitored for performance; systems need to be in place to quickly locate buses and the kids on them; and drivers, students, parents, and school administrators need objective tools to help investigate alleged behavioral or safety incidents that take place on board a vehicle.

    Unfortunately, the tools most schools have in place today make achieving all those objectives more challenging, time-consuming, and expensive. For example, most schools lack real-time visibility about the location of buses, often relying on GPS or cell phone and radio calls to drivers. “Right now, most people don’t have any real-time visibility,” said Amber Stanton, senior account executive and team lead focused on the public sector for Samsara, the connected operations technology trusted by organizations across public and private fleets.

    Transportation directors and their staff must also manage a mixture of standalone systems to track buses and ensure student safety. Besides GPS, it is common for schools to have both routing software and cameras to monitor, document, and investigate possible safety incidents. “There’s a chance that some of those systems interact with each other, but it’s not typically a perfect fit,” Stanton said. “There is usually friction.”

    A lack of visibility and simplicity

    That lack of visibility and the need to juggle multiple systems often translates into confusion, frustration, and wasted time and resources. A big reason why: When parents and others can’t confidently pinpoint the location of a bus using an app, they will call the school. “There’s congestion on the phone line because nobody can see where the bus is and they will call to ask,” Stanton said. “It takes time for the transportation to locate the bus and pass that information along – time they could use to do something more valuable, since they have so many other responsibilities.”

    Thoroughly investigating behavioral or safety incidents that take place on a bus is also time-consuming and cumbersome, even if buses are outfitted with cameras. If a student is accused of vaping or bullying, for example, staff must physically pull a DVR (digital video recorder) from a bus, upload footage, and analyze hours of video.

    It doesn’t have to be this way. By adopting Samsara’s telematics and camera solutions, school districts gain a single, connected view of their buses, drivers, and students. The platform links core safety and efficiency systems that schools already use. The result is faster response when incidents occur, less time spent tracking down buses, and a better experience for students, parents, and transportation staff alike.

    Lessons from the road

    With 182,000 students, Gwinnett County Public Schools (GCPS) in Georgia is one of the 10 largest districts in the country. GCPS utilized siloed GPS and camera systems but found that parent complaints and incident investigations took days, sometimes weeks, to resolve.

    GCPS implemented Samsara GPS and AI dash cams across its 2,000 buses. The impact has been dramatic. Investigation times have been sliced in half, from as many as two weeks to just 24 to 48 hours.

    Implementing Samsara also helps address one of the biggest challenges facing transportation directors. “No one can keep drivers right now,” Stanton said. “It’s the number one problem for almost every transportation director I work with.”

    Canyons School District in Utah demonstrates how Samsara can help. With 190 buses serving 30 schools, Canyons had long relied on legacy GPS and camera systems that were unreliable in Utah’s extreme weather. Bus delays, slow video retrieval, and lagging GPS data created frustration for parents, administrators, and drivers.

    Switching to Samsara gave Canyons real-time visibility across its operations and enabled a new approach to safety culture. Dual-facing AI Dash Cams allowed administrators to proactively coach drivers and reduced driver mobile phone usage. Importantly, Samsara enabled Canyons to motivate drivers through recognition and friendly competition, not just discipline. By gamifying safe driving and celebrating strong performance, Canyons improved engagement and retention during a challenging labor market.

    The shift paid off. They improved safety outcomes and driver satisfaction and retention. Which in turn provides relief to the transportation director who oversees drivers and the entire fleet – and who often must drive a route themselves because of staffing shortages. “That person wears 20 different hats. They’re the main point of contact for parents, for students, for drivers, for leadership,” Stanton said. “In the end, transportation directors are looking for relief and more time.”

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  • Reimagining global student enrolment for the AI era

    Reimagining global student enrolment for the AI era

    These new pressures present a chance to rethink how we support students – not just through better systems, but through smarter, more student-centred strategies that prioritise access, equity, and long-term success for both students and institutions.

    Consider this: most institutions still manage their international enrolment efforts through a patchwork of spreadsheets, legacy systems designed for domestic student needs, and manual workflows. This is not for lack of effort, but because the data is inaccessible or buried in unusable formats, making it difficult for institutions to plan strategically, build diverse student cohorts, and respond to shifting market conditions. Your team should be supporting students face-to-face rather than spending days manually reviewing documents.  

    Meanwhile, students and their families have come to expect responsive, seamless, personalized experiences—which our sector is eager to meet, but not yet equipped to deliver.

    These aren’t just technical challenges, they’re barriers to accessibility. When processes like application review or document verification become bottlenecks, it’s students who face delays, uncertainty, and missed opportunities. 

    The answer isn’t just to digitize what already exists. Many institutions have already adopted CRMs, SIS platforms, and digital document tools, but most of these systems were built decades ago and designed for domestic workflows, often operate in silos, and create new complexities instead of solving old ones. 

    Instead, we need to reimagine how enrolment is managed from the ground up. That means moving from reactive to predictive approaches, from fragmented tools to unified ecosystems, and from gut-feeling decisions to ones guided by real-time insights. Experienced educators will always be central to the admissions process; the goal isn’t to replace their expertise, but to empower it with better data and clearer visibility.

    Imagine being able to forecast application volumes, visa approval rates, and enrolment yields with AI-powered precision. Imagine applicants receiving an offer letter in less time than it takes to walk across campus.

    By analyzing millions of data points from government sources, institutional history, and global market trends, your institution can make smarter investments and streamline decision-making. Routine processes can be automated without compromising quality or control. 

    This isn’t a distant future. It’s possible today with the right technology partner.

    The pressures of shrinking budgets, unpredictable policies, and outdated systems aren’t going away. But with the right tools, institutions can turn these challenges into opportunities for growth. And those who embrace this transformation early will gain a significant advantage in attracting and enrolling high-quality, diverse students.

    That’s why we built Capio. As an enterprise platform company focused on international enrolment management we’re pioneering solutions that transform how institutions approach students around the world. Our platform unifies enrolment intelligence, application management, and agent management, training, and compliance within a single end-to-end, AI-powered platform that empowers institutions throughout the international enrolment management journey. 

    Capio brings together everything institutions need to build smarter, more efficient international enrolment strategies on a global scale. From real-time market insights to precise planning tools, our platform replaces guesswork with clarity. 

    Our Insights Dashboard draws from diverse data sources to surface trends and opportunities in over 150 countries. The Application Management System ensures consistent, transparent processing throughout the complete admissions process, reducing student drop-off, and through our training platform,TrainHub, institutions can better engage and empower educational agents while maintaining alignment and ensuring compliance.

    As leaders in international education, we’re faced with a decision. We can continue to patch together solutions and hope to keep pace with growing complexity. Or, we can embrace the opportunity to build an intelligent infrastructure that transforms international enrolment.

    That choice is ours to make.   

    Find out more at www.capio.app.

    About the author:
    Darin Lee is general manager of Capio, bringing over 20 years of experience in educational technology and digital transformation. Previously serving as CIO at the University of the Fraser Valley and VP Technology at Conestoga College, Darin has led major technological transformations across multiple Canadian institutions, giving him unique insight into the challenges and opportunities facing post-secondary institutions and international enrolment teams

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  • The End of the Traditional Student Era: Higher Ed’s New Enrollment Reality

    The End of the Traditional Student Era: Higher Ed’s New Enrollment Reality

    For decades, the term “traditional student” referred to an 18–22-year-old, full-time student living on campus and largely unencumbered by adult responsibilities. That definition may have been true in the past, but today, it’s holding institutions back. 

    Across the country, Gen Z students increasingly look like their older counterparts in how they approach higher education. They’re working while enrolled, choosing flexible learning formats, weighing cost against career ROI, and demanding that programs fit into — not disrupt — their lives. At the same time, adult learners remain a vital audience, and their motivations often mirror those of younger students. 

    For enrollment and marketing leaders, the takeaway is clear: Stop relying on outdated labels and start building strategies for the actual students you serve. 

    The blurred lines between traditional and adult learners 

    Recent Gallup-Lumina research shows that 57% of U.S. adults without a degree have considered enrolling in the past two years, and more than 8 in 10 say they’re likely to do so within the next five years. While adult learners have long valued affordability, flexibility, and career outcomes, these same factors now dominate Gen Z’s expectations. 

    Cost concerns are particularly telling, as highlighted by The CIRP Freshman Survey 2024. The study found that 56.4% of incoming first-year students reported some or major concern about paying for college, with even higher rates among Hispanic or Latino (81.4%) and Black or African American (69.6%) students. 

    Work and life responsibilities are also playing a growing role. Georgetown University’s Center on Education and the Workforce (CEW) reports that between 70-80% of undergraduate students are employed while enrolled, with about 40% working full-time.  

    For many, this isn’t a nice-to-have — it’s the only way they can afford school. 

    Why this matters for enrollment strategy 

    If your enrollment marketing still segments audiences primarily by age, you’re likely missing the mark. Here’s the reality: 

    • An 18-year-old commuter working 30 hours a week and taking hybrid classes might have more in common with a 35-year-old career changer than with a residential peer. 
    • Transfer and degree completer students (36.8 million Americans with some college but no credential) are often juggling similar priorities. 
    • Both groups respond to messaging that clearly connects program design to life balance, affordability, and employment outcomes. 

    The “traditional vs. adult” distinction no longer works for understanding motivations, predicting behaviors, or designing student experiences. 

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    4 Priorities that span generations 

    Regardless of age, today’s students share a core set of expectations that shape their enrollment decisions. These priorities now cut across the full spectrum of higher education audiences. 

    1. Affordability 

      The Gallup-Lumina report states that finances are among the most influential factors in enrollment decisions for unenrolled adults. Cost is also the top reason adults have stopped out of higher education and a leading reason current students consider doing so.  

      Gen Z mirrors this cost-conscious mindset, with many forgoing the traditional four-year route and embracing community colleges or transfer pathways as a lower-cost way to begin their degree journey.

      2. Flexible learning programs 

        Hybrid, online, and asynchronous options are no longer “adult learner perks” — they’re mainstream expectations. Traditional-aged students now seek flexible schedules to balance work, internships, and other commitments, mirroring adult learners. The pandemic accelerated digital comfort across age groups, making flexibility table stakes for recruitment. 

        3. Career outcomes 

          The Gallup-Lumina report shows that 60% of currently enrolled students cite expected future job opportunities as a “very important” factor in choosing to enroll. For stopped-out adult students, career prospects were also the top motivator. 

          Knowing this, institutions should ensure career outcomes are central to program design, marketing, and student advising. Those that clearly articulate skill alignment, employment pathways, and alumni success stories will attract and retain students. 

          4. Work-life balance 

            More students than ever are balancing jobs, caregiving, and other priorities with their academic responsibilities. For adult learners, this has always been true, but for traditional-aged students it’s increasingly the norm.  

            Institutions should respond by offering flexible schedules, targeted support, and streamlined services that help students balance academics with work and family demands. 

            Moving from segmentation to personalization 

            The solution isn’t to erase audience differences but to recognize that motivations and needs cut across age lines. Institutions should: 

            • Use behavioral and attitudinal data (not just demographics) to inform personas. 
            • Map programs to shared priorities, ensuring flexible formats and clear ROI messaging. 
            • Equip enrollment teams to surface emerging trends from student conversations. 
            • Invest in CRM and marketing automation to deliver personalized, timely outreach. 

            The opportunity for forward-thinking institutions 

            Institutions that adapt now can capture a larger share of a changing student market. Meeting the needs of today’s learners, who span generations, life stages, and responsibilities, requires more than minor adjustments. It calls for rethinking how programs are designed, marketed, and delivered to address shared priorities and remove persistent barriers. 

            Consider the following tactics: 

            • Retooling marketing messages to emphasize affordability, flexibility, and career outcomes. 
            • Rethinking program delivery models for a mixed audience. 
            • Breaking down internal silos between “traditional” and “adult learner” recruitment. 

            From outdated labels to modern enrollment strategies 

            The traditional student still exists, but they’re no longer the majority. Today’s demand for higher education comes from learners of all ages and circumstances. 

            The lines are blurred, and the labels are outdated. It’s time to create enrollment strategies that reflect today’s student realities and anticipate tomorrow’s opportunities. 

            Innovation Starts Here

            Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • The New Higher Ed SEO Playbook: Content Ecosystems for the AI Era

    The New Higher Ed SEO Playbook: Content Ecosystems for the AI Era

    Imagine a prospective student asking an AI, “Which colleges offer the best online MBA for working parents?

    Instead of matching keywords, the AI delivers an answer drawn from credible, connected content that blends facts, context, and intent to guide the decision.

    For higher ed leaders, this represents a major shift. Institutions that adapt will earn greater visibility in search, attract more qualified prospective students, and convert curiosity into enrollment growth. The old playbook of targeting single, high-volume keywords just isn’t enough anymore.

    AI-driven search rewards comprehensive, connected, and trustworthy content ecosystems, and institutions that embrace this approach will be the ones students find first. 

    The AI search shift in higher ed 

    Traditional search engine optimization (SEO) rewarded institutions that could identify the right keywords, create targeted pages, and build backlinks. But generative AI and conversational search have changed the rules of the game. 

    Here’s what’s different now: 

    • From keywords to context: AI search models don’t just match words — they interpret meaning and intent, returning results that connect related topics and concepts. 
    • Authority signals matter more: AI favors sources that consistently provide accurate, in-depth information across multiple touchpoints. 
    • Content is interconnected: A single page doesn’t win on its own. Its value depends on how it fits within the institution’s broader web presence. 

    This shift also raises the bar for internal collaboration. Marketing, enrollment, and IT can no longer work in silos. AI search success depends on shared strategy, consistent messaging, and coordinated execution. 

    The takeaway? Institutions need to stop thinking about SEO as an isolated marketing tactic and start treating it as part of a broader content ecosystem. 

    Why a content ecosystem beats keyword lists 

    A content ecosystem is the interconnected network of program pages, admissions information, faculty bios, student stories, news, and resources — all working together to answer your audiences’ questions. 

    It’s the difference between a brochure and a campus tour. A brochure offers quick facts; a tour immerses prospects in faculty, classrooms, student life, and services—building a fuller, more confident picture. 

    A keyword list is the brochure. A content ecosystem is the tour — immersive, connected, and designed to guide prospects from curiosity to commitment. 

    When built intentionally, a content ecosystem gives institutions three clear advantages in today’s AI-driven search environment: 

    Increased relevance 

    AI search tools don’t look at a single page in isolation; they interpret the relationships between topics across your domain. Internally linked, topic-rich pages show the depth of your expertise and help algorithms recommend your institution for nuanced, conversational queries. 

    Example: A prospective student searching “flexible RN-to-BSN options for full-time nurses” is more likely to find you if your nursing program page is connected to articles on nursing career paths, flexible modality, and student success stories. 

    Compounding authority that builds lasting trust

    Authority isn’t built from one or two high-performing pages. It’s earned when every part of your online presence reinforces your credibility. Program descriptions, faculty bios, and testimonials must align in tone, accuracy, and quality. Outdated or inconsistent details can quickly erode the trust signals AI uses to rank content. 

    Conversion that’s built in 

    A keyword list may bring someone to your site, but a content ecosystem keeps them there and moves them closer to action. When visitors can move seamlessly from an informational blog to a program page to an application guide or chat with an advisor, conversion becomes a natural next step. 

    The most effective ecosystems are living assets — constantly updated, monitored, and optimized to reflect evolving programs and audience needs. For institutions looking to compete in an AI-powered search landscape, that adaptability is the real competitive advantage. 

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    How to build an AI-ready content ecosystem 

    At Collegis, we help institutions take a holistic approach that bridges marketing, enrollment, and IT. Here’s how we see it coming together: 

    1. Gather actionable data insights 

    Don’t just chase the most-searched terms. Look at historical enrollment, inquiry trends, and page performance to identify the queries that actually lead to applications and registrations, not just clicks. 

    2. Map content to the student journey 

    From the first touchpoint to enrollment, every content asset should serve a clear purpose: 

    • Top of funnel: Informational articles, career outlooks, program overviews 
    • Middle of funnel: Financial aid resources, student success stories, faculty profiles 
    • Bottom of funnel: Application guides, event sign-ups, chat support 

    Linking these pieces guides prospective students through the decision process seamlessly. 

    3. Optimize for AI discoverability 

    Structured data, schema markup, and well-organized site architecture make it easier for AI tools to interpret and recommend your content. Accuracy and consistency are critical — outdated program descriptions or conflicting statistics can undermine authority signals. 

    4. Create continuous feedback loops 

    The work doesn’t stop at publishing. Monitor how content performs in both traditional and AI search, then feed those insights back into planning. AI search algorithms evolve, and so should your content strategy. 

    Turning visibility into meaningful enrollment growth

    AI search is changing how students discover institutions, and how institutions must present themselves online. It’s no longer enough to appear in search results. You need to appear as the most authoritative, most relevant, and most trustworthy source for the questions that matter to prospective students. 

    By building an AI-ready content ecosystem, colleges and universities can meet this challenge head-on, earning not just visibility but the confidence and interest of future learners. 

    Collegis partners with colleges and universities to design content strategies that aren’t just visible, they’re built to convert and scale across the entire student lifecycle. 

    Ready to see how your institution stacks up in the age of AI search?

    Request your AI Readiness Assessment to receive a personalized report outlining your institution’s digital strengths, content gaps, and practical next steps to boost visibility and engagement. It’s your roadmap to staying competitive in an AI-first search landscape.

    Innovation Starts Here

    Higher ed is evolving — don’t get left behind. Explore how Collegis can help your institution thrive.

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  • Student Wellbeing in the AI Era: Stress, Confidence, and Connection – A Global Snapshot

    Student Wellbeing in the AI Era: Stress, Confidence, and Connection – A Global Snapshot

    • This HEPI blog was authored by Isabelle Bristow, Managing Director UK and Europe at Studiosity.

    Studiosity’s ninth annual Student Wellbeing Survey, conducted by YouGov in November 2024, gathered insights from university students on their experiences and concerns, and made recommendations to senior leaders. This global research included panels from Australia, Canada, New Zealand, Saudi Arabia, Singapore, the UAE, the UK and the US (see below for the country sample size breakdown).

    The report highlights key learning on AI’s rapid integration into higher education and its impact on student wellbeing. The following are the key takeaways, specifically examining country-specific differences in student experiences with AI, alongside broader issues of stress, connection, belonging, and employability.

    AI Adoption and Its Impact

    AI is now a pervasive tool in higher education, with a significant 79% of all students reporting using AI tools for their studies. While usage is high overall, the proportion of students saying they use AI ‘regularly’ to help with assignments shows interesting variations by country:

    • UK: 17%
    • USA: 27%
    • Singapore: 31%
    • UAE: 38%

    This greater scepticism towards AI among UK students also shows up elsewhere, with students in the UK least likely among the eight countries to expect their university to offer AI tools.

    However, the widespread adoption of AI tools is linked to considerable student stress. The survey found that 68% of students report experiencing personal stress as a result of using AI tools for their coursework. From free text comments, this might be for a number of reasons, including the fear they might be unintentionally breaking the rules; there are also concerns that universities are not moving fast enough to provide AI tools, leaving students to work out for themselves how best to use AI tools. This highlights that navigating the effective and appropriate use of AI is a significant challenge that requires support.

    Furthermore, the way AI is currently being used appears to be affecting students’ confidence in their own learning. Some 61% feel only ‘moderately’ or less confident that they are genuinely learning and improving their own skills when using generative AI.

    Perhaps as a result of this uncertainty, students often seek ‘confidence’ when using university-provided AI support, desiring guided tools that help them check their understanding and validate their genuine learning progress. This motivation was particularly strong in countries like:

    • New Zealand: 31%
    • Australia: 25%
    • UK: 25%

    This suggests a tension between unstructured AI use (linked to lower learning confidence) and the student desire for confidence-building support (which AI, when properly designed for learning, offers).

    Perceptions of how well universities are adapting to AI also vary globally, with 56% of students overall feeling their institutions are adapting quickly enough. However, scepticism is notably higher in certain regions:

    • UK: 53% feel institutions are not adapting fast enough
    • Canada: 52% feel institutions are not adapting fast enough

    Conversely, students in other countries feel their university is adapting fast enough to include AI support tools for study:

    • UAE: 72%
    • Singapore: 66%
    • Saudi Arabia: 65%
    • USA: 58%

    Study Stress: Beyond AI

    While AI contributes to stress, study stress is a broader, multi-faceted challenge for student wellbeing, with frequency and causes differing significantly across countries. Students reported experiencing stress most commonly on a weekly basis (29% overall), with more students than average in Australia and New Zealand (both 33%) experiencing stress on a weekly basis. However, the intensity increases elsewhere:

    • Saudi Arabia: 27% felt stressed daily
    • Canada: 24% felt stressed daily, and a notable 17% felt stressed constantly
    • USA: 16% felt stressed constantly

    The top reasons for general study stress also vary, pointing to the diverse pressures students face:

    • ‘Fear of failing’: significantly higher in the UK (61%) compared with the global average of 52%
    • ‘Not having enough time to balance other life commitments’: significantly higher in the UK (52%) and Australia (48%)
    • ‘Difficult course content’: Singapore (38%)
    • ‘Paying for degree’: Canada (35%) and the USA (31%)
    • ‘Sticking to the rules around integrity and plagiarism’: over-indexed in the UAE (23%) and Saudi Arabia (22%)

    Belonging and Connection

    A sense of belonging is a crucial component of student wellbeing, and the survey revealed variations across countries. Students in Australia (62%) and the UK (65%) reported lower overall belonging levels compared to the global average. What contributes to belonging also differs:

    • ‘Confidence to reach out to teachers’: significantly higher factor in the UK (64%)
    • ‘A flexible schedule to help balance work and study’: dominated as a top reason in Australia (63%) and Singapore (62%)
    • ‘Ease of connecting with a student mentor’: featured prominently in Saudi Arabia (47%), UAE (48%), and USA (43%)
    • ‘Access to mental health support’: over-indexed as a key reason for belonging in Saudi Arabia (47%) and Canada (44%)

    The study also explored direct connections, addressing concerns that AI might reduce human interaction. Students were largely neutral or unsure if generative AI impacted their interactions with peers and teachers (including 63% of students in the UK and 55% in New Zealand). In contrast, students in Saudi Arabia (64%) and the UAE (61%) were most likely to report more interaction due to AI use, followed by Singapore (42%) and the USA (41%).

    Beyond AI’s influence on connection, the survey found that four in ten students (42%) were not provided a mentor in their first year, although over half (55%) would have liked one. Difficulty asking questions of other students was also mentioned by one in ten (13%) students overall. This difficulty was reported more by:

    • Female students: 14% vs 10% for males
    • Older cohorts (50+ year olds): 18% vs 13% for 18-25 year olds
    • Students in the UK (17%), Australia (17%), and New Zealand (16%) compared to other regions.

    Employability Confidence

    Employability is another key area impacting student confidence and overall wellbeing as they look towards the future. The survey found that 59% of students are confident in securing a job within six months of graduation, an increase from 55% in 2024, though concerns remain higher in Canada and the UK. Overall, 74% agree their degree is developing necessary future job skills, although Canadian students were less confident here (68%). Specific concerns about the relevance of a job within six months were more pronounced among:

    • UK students: 20% disagree they will get a related job
    • Canadian students: 14% disagree

    Conclusion

    The YouGov-Studiosity survey provides valuable data highlighting the complex reality of student wellbeing in the current higher education landscape. Rapid AI adoption brings new sources of stress and impacts confidence in learning, adding to existing pressures from general study demands, financial concerns, belonging, connection, and employability anxieties. These challenges, and what supports students most effectively, vary significantly by country. Universities must respond to this complex picture by developing tailored support frameworks that guide students in navigating AI effectively, while also bolstering their sense of belonging, facilitating connections, addressing mental health needs, and supporting their confidence in future careers, in ways responsive to diverse national contexts.

    By country totals: Australia n= 1,234: Canada n= 1,042: New Zealand n= 528: Saudi Arabia n= 511: Singapore n= 1,027: United Arab Emirates n=554: United Kingdom n= 2,328: United States n= 3,000

    You can download further Global Student Wellbeing reports by country here.

    Studiosity is a HEPI Partner. Studiosity is AI-for-Learning, not corrections – to scale student success, empower educators, and improve retention with a proven 4.4x ROI, while ensuring integrity and reducing institutional risk.

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  • Teaching About Class in a Post-DEI Era (opinion)

    Teaching About Class in a Post-DEI Era (opinion)

    When I taught about social class in my Intimacy, Marriages and Families course this past semester, I began with reflection and a sticky note, not with a lecture or statistics.

    This wasn’t the first time I used sticky-note prompts in class. Earlier in the semester, I introduced a similar activity during our unit on race, ethnicity and immigration. That experience inspired me: It showed how a simple sentence starter could help students unpack the emotional weight of identity, belonging and difference. It also helped me refine how to frame and facilitate the conversation in a more impactful way.

    So when we arrived at the unit on families and social class, I returned to the sticky notes—this time with more complexity of prompts. And what followed was one of the most meaningful moments of the semester.

    The Sticky Note Activity: A Gentle Way Into a Hard Topic

    I gave students a set of sentence starters and asked them to complete them anonymously on a sticky note. After writing, they placed their notes on the walls, windows, doors and whiteboard—spreading them out wide enough so everyone could read at the same time. Then students walked silently around the room, taking in what their classmates had shared. After the walk, I invited each student to share one or two statements that resonated with them.

    Here are some of the prompts:

    • “I didn’t realize how class shaped me until …”
    • “One thing my family couldn’t afford growing up was …”
    • “I noticed others had more when …”
    • “I felt lucky to have _______ when others didn’t.”
    • “At school, I learned to stay quiet about …”
    • “An opportunity I almost missed because of money was …”
    • “I was taught to always …”

    These prompts are simple but emotionally rich. They allow students to enter the topic from their own lived experience—before theory, before data, before the academic discourse.

    The range of responses students shared was both personal and eye-opening. To the prompt “I didn’t realize how class shaped me until …,” one student reflected on “seeing how much my mother worked just to provide a roof over our heads.” In response to “An opportunity I almost missed because of money was …,” students listed things such as education, rent, bills, Air Jordan shoes, going to college and even a football trip—while one noted simply, “Nothing,” suggesting a contrasting perspective. When asked “I was taught to always …,” many shared values shaped by scarcity and resilience: “be grateful and humble,” “earn money for life by myself after high school” or “bite my tongue to maintain peace.” Responses to “One thing my family couldn’t afford growing up was …” included extracurricular activities, having their own rooms, brand-new items, frequent family time and vacations.

    Furthermore, students noticed class differences with reflections such as “I had to wait for things my friends got in a blink of an eye.” Others shared the silence they learned to carry, responding to “At school, I learned to stay quiet about …” with reflections on their home situations, financial aid or how much their parents made. Some added the inverse: “I learned to stay quiet about other kids’ struggles.”

    A prompt asking students for one moment that made them aware of inequality yielded responses such as “having to work in high school while others went out,” “facing racial discrimination at a young age” and “realizing some classmates couldn’t afford meals.” Finally, to the prompt “I realized not everyone had _______ like I did,” students shared privileges they had come to recognize: “the options to choose,” “the ability to study abroad” or “having parents, food, shelter and protection.” Together, these reflections painted a vivid and humanizing picture of the many ways class difference shapes lived experience—often invisibly.

    After the gallery walk, the room felt palpably different—softer, more thoughtful. While the reflections I’m about to share were originally expressed during a similar activity in our earlier unit on race, ethnicity and immigration, I chose to include them here because they speak to the same core theme. Several students had shared that the activity helped them “see how diverse people in the class are—the values, backgrounds” and one added, “It helped humanize people.”

    This activity then helped me transition smoothly to my key take-home message for students. After the sticky note reflections and class discussion, I prompted them to pause and consider this:

    “Not everyone grows up with the same set of tools. Some of us had parents who could advocate for us, who knew how to navigate systems—others had to figure it all out on their own. Some kids are encouraged to raise their voices; others are expected to stay in line. We’re often told that success is about effort—but what if the race isn’t the same for everyone?”

    I then connected some of the sticky-note reflections back to this statement—helping students draw the line between their lived experiences and structural patterns.

    Why It Matters More Than Ever

    In a political climate in which diversity, equity and inclusion efforts are being rolled back, educators may hesitate to bring up inequality in their classrooms. But this is precisely when it matters most.

    Class disparities are getting wider. Students are balancing coursework while managing food insecurity, housing challenges or caregiving responsibilities. Others arrive with generational wealth, college prep resources and family support networks. If we don’t name these disparities, we risk reinforcing them through silence.

    Teaching about social class isn’t about shame or blame—it’s about giving students the tools to understand their place in the world and the systems that shape it.

    Tips for Teaching Social Class

    There are several strategies educators can use to teach social class in a way that is welcoming and engaging. First, start with stories, not stats—students already live within systems of inequality, so grounding the conversation in their lived experiences builds emotional buy-in before introducing abstract concepts. One effective way to do this is to use low-stakes writing prompts, such as the sticky-note activity, which encourages honest reflection while creating a safe, low-pressure environment.

    It’s also important to create space for silent voices; not all students are comfortable speaking aloud, so alternatives like gallery walks or anonymous digital boards help everyone to feel comfortable participating. After reflection, connect students’ lived experiences with research by introducing concepts such as cultural capital and texts like Unequal Childhoods (University of California Press, second edition, 2011) by Annette Lareau, which explores how social class influences parenting styles and shapes children’s life chances.

    Closing the Loop

    At the end of the unit, I asked students, what can we do?

    I introduced them to the concept of social capital, after earlier discussions on cultural and human capital. I introduced the article “What the Privileged Poor Can Teach Us” by Anthony Abraham Jack, which shows how first-generation and low-income students can build academic support networks—particularly by building relationships with professors.

    Before that, I shared Rita Pierson’s TED Talk “Every Kid Needs a Champion,” a moving reminder that in education, relationships can change lives. Her story exemplifies how connection itself becomes a form of capital, especially for those who grow up without material advantage.

    This pairing helped students see how they could move from understanding class inequality to navigating it—and even challenging it—with critical thinking, empathy and advocacy.

    Teaching about inequality is not partisan—it’s fundamental to education. If we want to graduate students who are not only career-ready but human-ready—who understand structural inequality and social responsibility—then we must create space for conversations about class.

    Sothy Eng is an associate professor of human development and family science at the University of Hawai‘i at Mānoa. He received the 2024 Board of Regents Medal for Excellence in Teaching and is currently contributing to Psychology Today (previously to HuffPost). His work focuses on social capital, family dynamics, parenting and relationship-based education.

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  • A Multiday In-Class Essay for the ChatGPT Era (opinion)

    A Multiday In-Class Essay for the ChatGPT Era (opinion)

    A successful humanities course helps students cultivate critical, personally enriching and widely applicable skills, and it immerses them in the exploration of perspectives, ideas and modes of thought that can illuminate, challenge and inform their own outlooks.

    Historically, the out-of-class essay assignment has been among the best assessments for getting students in humanities courses to most fully exercise and develop the relevant critical thinking skills. Through the writing process, students can come to better understand a problem. Things that seem obvious or obviously false before spending multiple days thinking and writing suddenly become no longer obvious or obviously false. Students make up their minds on complex problems by grappling with those problems in a rigorous way through writing and editing over a sustained period (i.e., not just writing in a blue book in one class session).

    Unfortunately, since ChatGPT became widely available, out-of-class writing assignments keep becoming harder to justify as major assessments in introductory-level humanities courses. The intense personal engagement with perspectives and cultural artifacts central to the value of the humanities is more or less bypassed when a student heavily outsources to AI the generation and expression of ideas and analysis. As ChatGPT’s ability to write convincing papers goes up, so does the student temptation to rely on it (and so too does the difficulty for professors of reliably detecting AI).

    Having experimented very extensively with ChatGPT, I have found that, at least when it comes to introductory-level philosophy courses, the material that ChatGPT can produce with 10 minutes of uninformed prompting rivals much of what we can reasonably expect students to produce on their own, especially given that one can upload readings/course materials and ask ChatGPT to adjust its voice (the reader should try this).

    And students are relying on it a lot. Based on my time-consuming-and-quickly-becoming-obsolete detection techniques, about one in six of my students last fall were relying on ChatGPT in ways that were obvious. Given that it should take a student no more than 10 extra minutes on ChatGPT to make the case no longer obvious, I have to conclude that the real number of essays relying on ChatGPT in ways that conflict with academic integrity must be at least around 30 percent.

    It is unclear whether AI-detection software is sufficiently reliable to justify its use (I haven’t used it), and—at any rate—many universities prohibit reliance on it. Some instructors believe that making students submit their work as a Google Doc with track-changes history is an adequate deterrent and detection tool for AI. It is not. Students are aware of their track-changes history—they know they simply have to type ChatGPT content instead of copying and pasting it. Actually, students don’t even have to type the AI-generated content: There are readily available Google Chrome extensions that take text and “type” it at manipulable speeds (with pauses, etc.). Students can copy/paste a ChatGPT essay and have the extension “type” it into a Google Doc at a humanlike pace.

    Against this backdrop, I spent lots of time over the last winter break familiarizing myself with Lockdown Browser (a tool integrated with learning management software like Canvas that prevents access to and copying/pasting from programs outside of the LMS) and devising a new assignment model that I happily used this past semester.

    It is a multiday in-class writing assignment, where students have access through Lockdown Browser to (and only to): PDFs of the readings, a personal quotation bank they previously uploaded, an outlining document and the essay instructions (which students were given at least a week before so they had time to begin thinking through their topic).

    On Day 1 in class, students enter a Canvas essay-question quiz through Lockdown Browser with links to the resources mentioned above (each of which opens in a new tab that students can access while writing). They spend the class period outlining/writing and hit “submit” at the end of the session.

    Between the Day 1 and Day 2 writing sessions, students can read their writing on Canvas (so they can continue thinking about the topic) but are prevented from being able to edit it. If you’re worried about students relying on ChatGPT for ideas to try to memorize/regurgitate (I don’t know how worried we should be about students inevitably trying this), consider introducing small wrinkles to the essay instructions during the in-class sessions (e.g. “your essay must somewhere critically discuss this example”).

    On Day 2, students come to class and can pick back up right from where they left off.

    A Day 2 session looks like this:

    One can potentially repeat the process for a third session. I had my 75-minute classes take two days and my 50-minute classes take three days for a roughly 700-word essay.

    This format gives students access to everything we want them to have access to while working on their essays and nothing else. While it took lots of troubleshooting to develop the setup (links behave quite differently across operating systems!), this new assignment model offers an important direction worthy of serious exploration.

    I have found that this setup preserves much of what we care about most with out-of-class writing assignments: Students can think hard about the topic over an extended period of time, they can make up their minds on some topic through the process of sustained critical reflection and they experience the benefits and rewards of working on a project, stepping away from it and returning to it (while thinking hard about the topic in the background all the while).

    Indeed, I have talked with several students who noted that they ended up changing their minds on their topic between Day 1 and Day 2—they (for instance) set out to object to some view, and then they realized (after working hard through the objection on Day 1 and reflecting on it) that what they now wanted to do was defend the original view against the objection that they had developed. Perfect: This is exactly the kind of experience I have always wanted students to have when writing essays (and it’s an experience that students don’t get with a one-day blue-book essay exam).

    Because the setup documents each day’s work, it invites wonderful opportunities for students to reflect on their writing process (what are they seeing themselves prioritizing each session, and how/why might they change their approach?). The opportunities for peer review at different stages are also robust.

    For those interested, I have made a long (but time-stamped) video that illustrates and explains step by step how to build the assignment in Canvas (it also discusses troubleshooting steps for when a device isn’t getting into Lockdown Browser). The video assumes very minimal knowledge of Canvas and Lockdown Browser, and it describes the very specific ways to hyperlink everything so that students aren’t bumped out of the assignment or given access to external resources (in Canvas—I cannot currently speak to other LMS platforms). The basic technical setup for the assignment is this:

    • Create a Canvas quiz for Day 1, create an essay question, link to resources in the question (PDFs must be uploaded with the “Preview Inline” display option to work across devices), require a Lockdown Browser with a password to access it, then publish the quiz.
    • Post arbitrary, weightless grades for Day 1 after the first writing session so that students can read (but not edit) what they wrote before Day 2 (students cannot read their submitted work until you post some grade for it).
    • Create a Canvas quiz for Day 2 just like Day 1, but this time, in the essay question, link to the Day 1 Canvas quiz (select “external link” rather than “course link,” and copy/paste the Day 1 Canvas quiz link).

    As I mentioned at the beginning of this piece, a successful humanities course helps students cultivate critical, personally enriching and widely applicable skills, and it immerses them in the exploration of perspectives, ideas and modes of thought that can illuminate, challenge and inform their own outlooks. The research I have done over the past three years tells me I can no longer be confident that an intro-level course that nontrivially relies on out-of-class writing assignments can be a fully successful humanities course so understood. Yet a humanities course that fully abandons sustained essay assignments deprives students of the experience that best positions them to fully exercise and develop the skills most central to our disciplines. Something in the direction of this multiday in-class Lockdown Browser essay assignment is worthy of serious consideration.

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