Tag: Faculty

Design Smarter, Teach Better: How Thoughtful Course Webpages Can Improve Online Learning – Faculty Focus

Even as in-person classes return post-pandemic, online courses haven’t gone away. In fact, many students still opt for online learning because of the flexibility it offers. But one thing is clear: not all online courses are created equal, and one of the biggest differences lies in something many instructors overlook: the course webpage.

Whether you’re using Brightspace, Canvas, or Moodle, how you design your course webpage can make or break your students’ experience. Based on our systematic review of recent studies on online learning and student satisfaction, here’s what we learned—and how you can apply it in your own teaching.

Why Course Webpages Matter More Than You Think

Students form impressions about your course page in less than a second (Lindgaard et al., 2006). If it’s cluttered, confusing, or bland, you might lose them before they even start the first lecture.

We reviewed research involving over 1,600 university students from seven countries. Across the board, students reported that a course webpage’s ease of use, usefulness, and visual appeal significantly influenced their satisfaction and engagement (Lazard & King, 2020; Younas et al. 2021).

How We Did the Research

To better understand what works in online course webpage design, we conducted a systematic review following PRISMA guidelines. Here’s what that looked like:

Databases searched: LearnTechLib, Omni (Carleton University), and reference lists from relevant papers

Keywords: “COVID,” “website,” “online learning,” and “pedagogy”

Inclusion criteria: Peer-reviewed, quantitative studies from 2020–2023, focused on higher education

Total included: 7 studies, 1,614 participants across Australia, China, South Africa, Lebanon, Pakistan, Malaysia, and the U.S.

Figure 1. PRISMA Flow Diagram for the Course Webpage Design Search

Practical Tips for Smarter Course Design

Below are research-based, practical tips instructors can use—that don’t require you to be a web designer. These ideas are easy to implement and can make a big difference.

1. Make Navigation a No-Brainer

Think of your course webpage like your storefront. If people can’t find what they need, they won’t stick around. This makes your life as an instructor harder: you will get more students with last-minute requests for accommodations, as well as students struggling with procrastination.

Use a consistent layout, organize materials by weeks or modules, and give each section clear, descriptive titles. Students should never have to hunt for a syllabus or lecture slides (Bachman & Stewart, 2011; Plous, 2000). I found that having a hyperlink directly on the first page of the course website, helped reduce the amount of student emails on syllabus-related questions (a joy).

Pro tip: Use drop-down menus and collapsible folders to reduce visual clutter.

2. Keep It Clean and Simple

Visual overload is real. Too many colours, clashing fonts, or random clipart can be overwhelming. Stick to a minimalist design with just enough contrast and white space to guide the eye. Use consistent font styles and colours to help students focus (Lazard & King, 2020).

Pro-tip: Avoid red text on black backgrounds—students with colour vision deficiencies may struggle with this combo. The Science Communication Resource Corner provides helpful Colorblind Safe Colour Schemes: https://www.nceas.ucsb.edu/sites/default/files/2022-06/Colorblind%20Safe%20Color%20Schemes.pdf

3. Offer Customization Options

Students reported feeling more satisfied when they could personalize their learning environment—for example, setting their own notification preferences or receiving automatic updates about grades and deadlines (Younas et al., 2021). If your platform allows it, show students how to use these features. Most announcement tools allows you to include the student’s name in the communication by using the code: {firstname} (e.g., Brightspace: https://community.d2l.com/brightspace/kb/articles/6105-automatically-customize-course-content-using-replace-strings). I cannot count the number of students who said they appreciated this customization of information.

Protip: Include a quick walkthrough video or FAQ page on how to customize settings.

4. Build Trust Through Transparency

Technology glitches can tank your credibility fast. Provide assessment submission confirmations, test your hyperlinks, and use clear, timely communication to reduce student anxiety (Hsu et al., 2022).

Protip: Create a “Tech Check” page with test links and troubleshooting steps.

From Theory to Practice: A Usability Framework

Our review supports the Technology Acceptance Model (TAM): a course site is more likely to be used—and liked—if students find it both easy to use and useful (Davis, 1989).

Figure 2. Adapted from “The Technology Acceptance Model (TAM) and its Application to the Utilization of Mobile Learning Technologies,” D. G. Mugo, K. Njagi, B. Chemwei, and J. O. Motanya, 2017, British Journal of Mathematics & Computer Science, 20, p. 4 (DOI: 10.9734/BJMCS/2017/29015). In the public domain.

But we also found that students valued more than just functionality. Our systematic review supported features like customization, organization, and aesthetic appeal as beneficial to student use of the course website (which contributed to higher grades and completion rates).

Quick Design Checklist

Feature	Example	Research Support
Clear navigation	Weekly modules, labeled folders	Bachman & Stewart, 2011
Aesthetic simplicity	Balanced colour palette, consistent fonts	Lazard & King, 2020
Customization	Notification settings, adaptable layout	Younas et al., 2021
Confirmation of actions	Email receipt of submissions	Hsu et al., 2022
Mobile compatibility	Testing on phones and tablets	Plous, 2000

Collaborate with Your Students

Want the best feedback on your course webpage? Ask your students. Mid-semester feedback surveys or co-design sessions can go a long way in improving usability (Yoshida & Thammetar, 2021). I have benefited from undergraduate student input, and these translated to higher ratings for my courses.

Bottom Line: Thoughtful Design = Better Learning

Course webpage design isn’t just about looking polished—our systematic review suggests it’s a key factor in student satisfaction and learning success. Students are more likely to engage when the site is:

Adaptable to their needs

Regularly maintained and updated

So we, as instructors, need to spend some time fine-tuning our websites. The good news is that once you do this for one course, many platforms offer cloning or importing, which makes it easy to transfer your work from one course to another.

If you’re feeling stuck, reach out to your campus teaching and learning centre, look at exemplars, or co-create the website with students. You don’t have to do it alone.

The full systematic review can be found: https://osf.io/j6xc8/?view_only=bf720f88103848578ba9e6da0013f95f

Dr. Kelly M. Babchishin is an assistant professor at Carleton University who specializes in forensic psychology. She teaches large undergraduate and graduate courses, many of which use online or hybrid formats.

Emma J. Holmes is a graduate student and teaching assistant at Carleton University (Department of Psychology). Emma is supported in part by funding from the Social Sciences and Humanities Research Council and the Ontario Graduate Scholarship.

Alexis G. Hinkson was an undergraduate student (Department of Psychology) at Carleton University and is now completing her law degree at the University of Ottawa. Alexis has served as a teaching assistant and was hired by Kelly Babchishin to assist her in course design and provided the student perspective.

References

Bachman, C. M., and C. Stewart. 2011. “Self-Determination Theory and Web-Enhanced Course Template Development.” Teaching of Psychology 38 (3): 180–88. https://doi.org/10.1177/0098628311411798.

Davis, F. D. 1989. “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology.” MIS Quarterly 13 (3): 319–40. https://doi.org/10.2307/249008.

Hsu, P. S., E. M. Lee, and T. J. Smith. 2022. “First-Year Instructor’s Designing and Teaching an Online Undergraduate Engineering Course during the COVID-19 Epidemic.” Journal of Computers in Mathematics and Science Teaching 41 (3): 215–43.

Lazard, A. J., and A. J. King. 2020. “Objective Design to Subjective Evaluations: Connecting Visual Complexity to Aesthetic and Usability Assessments.” International Journal of Human-Computer Interaction 36 (1): 95–104. https://doi.org/10.1080/10447318.2019.1606976.

Lindgaard, G., G. Fernandes, C. Dudek, and J. Brown. 2006. “Attention Web Designers: You Have 50 Milliseconds to Make a Good First Impression.” Behaviour & Information Technology 25 (2): 115–26. https://doi.org/10.1080/01449290500330448.

Plous, S. 2000. “Tips on Creating and Maintaining an Educational World Wide Web Site.” Teaching of Psychology 27 (1): 63–70. https://doi.org/10.1207/S15328023TOP2701_13.

Younas, A., C. M. N. Faisal, M. A. Habib, R. Ashraf, and M. Ahmad. 2021. “Role of Design Attributes to Determine the Intention to Use Online Learning via Cognitive Beliefs.” IEEE Access 9: 94181–94202. https://doi.org/10.1109/ACCESS.2021.3093348.

Yoshida, M., and T. Thammetar. 2021. “Education between GovTech and Civic Tech.” International Journal of Emerging Technologies in Learning 16 (4): 52–68. https://doi.org/10.3991/ijet.v16i04.18769.

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September 3, 2025

Getting it ‘right’ – a reflection on integrating Service Learning at scale into a large Faculty of Science and Engineering
This blog was kindly authored by Professor Lynne Bianchi, Vice Dean for Social Responsibility & Equality, Diversity, Inclusion and Accessibility, at the University of Manchester

I recently had the fortune to be part of a panel discussing the place of Service Learning in higher education, chaired by HEPI. My reflections before and since may inspire you to take time to think about your perspective on the nature and role of Service Learning in fast-changing university and civic landscapes. In its simplest sense, Service Learning is an educational approach that combines academic study with community service.

In my role within a large science and engineering faculty, I have rallied our staff and students to think seriously about the features, advantages and benefits of Service Learning in science and engineering contexts. For our university, this teaching and learning approach isn’t new, with expertise in the biomedical sciences and humanities teaching us much about the way in which undergraduate students can create benefit for our local communities whilst enriching their own academic experiences.

In this blog, I build on my own background as a teacher and higher education academic and draw on my experience in curriculum design when focusing on how we can provide authentic and impactful Service Learning experiences for our undergraduates.

What do we mean by the ‘right’ learning experiences?

It doesn’t take long working in this area to unearth a wide range of terms that are used interchangeably – from place-based learning, real-world learning, community-engaged learning, practice-based learning, critical urban pedagogy, industry-inspired learning and more. A gelling feature is that to get Service Learning working well there must be an authentic benefit to each party involved. The students should develop skills and understanding directly required within their degree, and the partner should have a problem explored, solved, or informed. In essence, the experience must lead to a ‘win-win’ outcome(s) to be genuine.

In our context in science and engineering, we have envisioned Service Learning working well, and considered this to include when:

For students:
- Learning has relevance: work on a project, individually or in groups, is contextualised by a problem, issue or challenge that is authentic (as opposed to hypothetical).
- Learning has resonance: developing and applying skills and knowledge to inform the problem, issue or project that dovetails with existing course specifications and requirements.
For partners:
- They are engaged: partners are involved in the design and delivery of the project to some extent. This may vary in the depth or level of engagement and requires both sides to appreciate the needs of each other.
- They are enriching: partners identify real issues that matter and expose elements of the work environment that enrich students’ awareness of the workplace and career pathways.
When is the right time for students to engage in service learning?

I am still pondering this question as there are so many variables and options that influence the choice. Which year group should service learning drop into? Or, does a developmental over time approach suit better? Is Service Learning more impactful in the later undergraduate years, or should it be an integral part of each year of their experience with us? Realistically, there won’t be a one-size-fits-all all model, and there are benefits and challenges to each. What will need to underpin whichever approach we take, will be the focused need to elicit the starting points of our students, our staff and our partners in whichever context.

Going from ‘zero to hero’ in Service Learning will require training and support for all parties. My experience working across the STEM sector for nearly three decades has taught me that no one partner is the same as another – what is a big deal to one can mean nothing to another. My thinking is that we need to see each person involved in the Service Learning experience as a core ‘partner’ and each has learning starting points, aspirations and apprehensions. Our role as programme leaders is to identify a progression model that appreciates that this is ‘learning’ and that scaffolds and key training will be required at different times – even within the process itself.

What support will be required to mobilise this model at scale?

In my early career at this university, I spent time within the Teaching & Learning Student Experience Professional Support teams, where I saw firsthand the integral way that any university programme relies on expertise in taking theoretical ideas into practice. The interplay between project management, planning, timetabling, eLearning, marketing and communications and student experience support teams, to name some, will have play such critical roles in achieving excellence in Service Learning. Working at scale in our faculty across 10 different discipline areas, will require integrated work with other faculties to harness the power of interdisciplinary projects and digital support for course delivery and assessment that can embrace an internal-external interface.

Support for scaling up will also require a culture of risk-taking to be valued and championed. Over the introductory years, we need to provide a sense of supported exploration, a culture of learning and reflection, and an ethos where failure is rarely a negative, but an opportunity. Of course, science and engineering disciplines bring with them our obligations to accrediting bodies, and a close dialogue with them about ambition, relevance and need for this enriching approach needs to be clearly articulated and agreed so that any course alteration becomes a course invigoration rather than a compromise.

Faculty culture and the way the university and the sector views and reviews SL will have a significant implication on practice and people feeling safe to innovate. As the university forges and launches its 2035 strategy the spaces for innovation and development are increasingly championed, and the months and years ahead will be ones to watch in terms of establishing a refreshed version of teaching and learning for our students.

In closing this short exploration of Service Learning, I can feel a positive tension in the air – the excitement to work together to further invigorate our student experience whilst supporting our staff and partners to embrace varied new opportunities. The ‘getting it right’ story will have many chapters, many endings as the genres, characters and plots are there for us all to create – or more pertinently ‘co-create’! What drives me most to remain in this space of uncertainty for a while longer is the anticipation of creating experiences that truly make a difference for good. As our universities transform themselves over the coming years, I invite you to join us in the dialogue and development as we have so much to learn through collaboration.
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August 29, 2025
Serving to Lead: The Transformative Role of Servant Leadership in Higher Education – Faculty Focus

Students learn just as much from who we are as educators as they do from what we teach. While content is important, the way faculty members carry themselves, how they communicate, lead, and treat others, can leave an even deeper impact on students’ personal and professional growth. This article explains that educators who use servant leadership principles create trust, empathy, and ethical development in students, ultimately supporting both academic success and long-term character building of students.

Throughout this article, I will explain why servant leadership is especially relevant in higher education today. While using a student-centered philosophy is very beneficial, adopting a servant leadership approach offers an extension of that philosophy. This is not just about teaching content effectively. It is about modeling values like integrity, empathy, and thoughtful decision making in ways students can absorb and carry with them beyond the classroom.
In this paper, I will provide research and real-world examples. I will present practical strategies faculty members where they know their students are walking away a better individual, professionally and personally. I will also discuss how faculty members themselves benefit from adopting a servant leadership model, finding stronger connections with students and a deeper sense of purpose in their work.

Modeling Values in the Classroom

One of the clearest ways servant leadership shows up in higher education is through the modeling of values that students can see and experience in everyday interactions. As Rabin and Smith say, “students learn as much from who we are as what we teach” (p. 2, 2013). This speaks to the purpose of servant leadership in higher education. In the context of the classroom, faculty who embody servant leadership not only communicate course content but also demonstrate values such as compassion and care through their actions.

This leadership approach directly supports student-centered teaching by emphasizing the importance of understanding students’ backgrounds, life circumstances, and unique learning needs. In the research article, Rabin and Smith explain that “to care for students, a teacher needs to know her students well enough to understand their unique motivations and needs” (p. 4). This describes a strong part of servant leadership, placing the needs of others before one’s own and creating relationships built on trust and mutual respect.

When higher education faculty take on the role of servant leaders, they transform learning environments. They challenge the authority-driven classroom stereotype and replace it with a relational one, where students are empowered, respected, and mentored not only academically, but as people. These professors serve as living examples of the kind of leaders we hope our students become.

How Faculty Benefit from Servant Leadership

While much attention is given to how servant leadership benefits students, its impact on faculty is equally as important. Faculty are the heart of teaching and service in higher education, and adopting a servant leadership mindset can enhance the purpose they find in their work.

Stronger relationships and classroom dynamics. Faculty who adopts servant leadership approaches often develop more meaningful relationships with students, which fosters better classroom engagement and cooperation. As Rabin and Smith explain, “teachers who practice an ethic of care consider developing relationships to be artfully complex and at the same time critical to a learning environment” (p. 8, 2013). When professors create spaces where trust and respect are mutual, the classroom becomes a place of safety and comfortability, benefiting both teaching and learning.

Personal fulfillment and emotional connection. The emotional toll of teaching is often overlooked, but faculty who embrace servant leadership experience a deeper sense of purpose in their work. Faculty gain more than content delivery; they gain the joy of watching students thrive and knowing their role made a difference.

Increased satisfaction and retention. Research shows that workplace satisfaction among educators increases when they feel seen and supported. Rabin and Smith talked about that a reflection of heart is critical for both effective teaching and faculty well-being (2013). When institutions encourage servant leadership, they cultivate a better faculty morale, higher job satisfaction, and stronger loyalty to the institution.

Practical Ways Faculty Can Begin Tomorrow

The foundation of servant leadership is intention. Faculty can begin modeling servant leadership in simple ways that foster stronger connections with students, healthier learning environments, and personal fulfillment. Below are three realistic strategies faculty can begin using tomorrow:

1. Practice Intentional Listening

Great teachers listen more than they talk, creating space for students to feel seen and heard. In the classroom, this might look like pausing before responding to student comments, asking follow-up questions that show curiosity, or creating reflection activities that allow the quieter voices to contribute. Being fully present communicates respect and care. Students are more likely to engage, ask questions, and trust the instructor when they feel heard. Faculty often gain feedback into student needs, boosting classroom culture and reducing conflict.

2. Respond with Empathy and Flexibility

Rather than assuming conflict or disrespect, servant leaders seek to understand the reasoning behind student behavior. For example, if a student misses a deadline, a professor might ask about circumstances before being close minded. This also could be seen as staying real with your students, making sure they know you make mistakes as well. Implementing this will make students feel respected and supported. Faculty reduce unnecessary conflict and model emotional intelligence, an essential skill for students to learn.

3. Empower Students with Real Responsibilities

Servant leadership isn’t about doing everything for others, it’s about helping others grow. Faculty can give students meaningful tasks like leading part of a class discussion, mentoring peers, or giving feedback about the course. Offering students that autonomy in the course will result in better trust and relationships. Students will build confidence and ownership over their learning.

Servant leadership in higher education is more than a philosophy, it’s a daily practice that transforms both student outcomes and faculty experiences. When educators lead with care, humility, and a commitment to student growth, they foster an environment where students thrive academically, emotionally, and ethically. By integrating servant leadership principles such as intentional listening, empathetic responses, and student empowerment, professors can cultivate vibrant, respectful, and collaborative learning environments. In doing so, they don’t just teach content, they develop whole people.

Carlee Norris was born and raised in Kansas and has always had a deep love for learning. Her appreciation for strong faculty leadership has shaped her perspective on education and student development. While earning her MBA at Kansas State University, Carlee authored an article exploring how students feel most empowered and how servant leadership can be used to effectively guide and support them. She is passionate about creating spaces where students feel encouraged, understood, and equipped to thrive.

References

LinkedIn. What are the benefits of applying servant leadership in higher education? How Servant Leadership Benefits Higher Education. https://www.linkedin.com/advice/3/what-benefits-applying-servant-leadership-ukuoe#:~:text=Servant%20leadership%20can%20help%20faculty,their%20academic%20freedom%20and%20autonomy

Online, U. of A. (n.d.). Ethics in education: The importance of good leadership. ONLINE. https://online.uark.edu/blog/ethics-in-education-the-importance-of-good-leadership.php

Rabin & Smith. (n.d.). Teaching care ethics: Conceptual understandings and stories for Learning: Journal of Moral Education: Vol 42 , no 2 – get access. https://www.tandfonline.com/doi/full/10.1080/03057240.2013.785942

University, S. C. (n.d.). Care ethics. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/care-ethics/care-ethics.html

Vicari, C. (2023, July 4). Prioritizing the ethics of care: Why it’s crucial for education in today’s world. LinkedIn. https://www.linkedin.com/pulse/prioritizing-ethics-care-why-its-crucial-education-todays-vicari/

Source link

August 29, 2025
Serving to Lead: The Transformative Role of Servant Leadership in Higher Education – Faculty Focus

Students learn just as much from who we are as educators as they do from what we teach. While content is important, the way faculty members carry themselves, how they communicate, lead, and treat others, can leave an even deeper impact on students’ personal and professional growth. This article explains that educators who use servant leadership principles create trust, empathy, and ethical development in students, ultimately supporting both academic success and long-term character building of students.

Throughout this article, I will explain why servant leadership is especially relevant in higher education today. While using a student-centered philosophy is very beneficial, adopting a servant leadership approach offers an extension of that philosophy. This is not just about teaching content effectively. It is about modeling values like integrity, empathy, and thoughtful decision making in ways students can absorb and carry with them beyond the classroom.
In this paper, I will provide research and real-world examples. I will present practical strategies faculty members where they know their students are walking away a better individual, professionally and personally. I will also discuss how faculty members themselves benefit from adopting a servant leadership model, finding stronger connections with students and a deeper sense of purpose in their work.

Modeling Values in the Classroom

One of the clearest ways servant leadership shows up in higher education is through the modeling of values that students can see and experience in everyday interactions. As Rabin and Smith say, “students learn as much from who we are as what we teach” (p. 2, 2013). This speaks to the purpose of servant leadership in higher education. In the context of the classroom, faculty who embody servant leadership not only communicate course content but also demonstrate values such as compassion and care through their actions.

This leadership approach directly supports student-centered teaching by emphasizing the importance of understanding students’ backgrounds, life circumstances, and unique learning needs. In the research article, Rabin and Smith explain that “to care for students, a teacher needs to know her students well enough to understand their unique motivations and needs” (p. 4). This describes a strong part of servant leadership, placing the needs of others before one’s own and creating relationships built on trust and mutual respect.

When higher education faculty take on the role of servant leaders, they transform learning environments. They challenge the authority-driven classroom stereotype and replace it with a relational one, where students are empowered, respected, and mentored not only academically, but as people. These professors serve as living examples of the kind of leaders we hope our students become.

How Faculty Benefit from Servant Leadership

While much attention is given to how servant leadership benefits students, its impact on faculty is equally as important. Faculty are the heart of teaching and service in higher education, and adopting a servant leadership mindset can enhance the purpose they find in their work.

Stronger relationships and classroom dynamics. Faculty who adopts servant leadership approaches often develop more meaningful relationships with students, which fosters better classroom engagement and cooperation. As Rabin and Smith explain, “teachers who practice an ethic of care consider developing relationships to be artfully complex and at the same time critical to a learning environment” (p. 8, 2013). When professors create spaces where trust and respect are mutual, the classroom becomes a place of safety and comfortability, benefiting both teaching and learning.

Personal fulfillment and emotional connection. The emotional toll of teaching is often overlooked, but faculty who embrace servant leadership experience a deeper sense of purpose in their work. Faculty gain more than content delivery; they gain the joy of watching students thrive and knowing their role made a difference.

Increased satisfaction and retention. Research shows that workplace satisfaction among educators increases when they feel seen and supported. Rabin and Smith talked about that a reflection of heart is critical for both effective teaching and faculty well-being (2013). When institutions encourage servant leadership, they cultivate a better faculty morale, higher job satisfaction, and stronger loyalty to the institution.

Practical Ways Faculty Can Begin Tomorrow

The foundation of servant leadership is intention. Faculty can begin modeling servant leadership in simple ways that foster stronger connections with students, healthier learning environments, and personal fulfillment. Below are three realistic strategies faculty can begin using tomorrow:

1. Practice Intentional Listening

Great teachers listen more than they talk, creating space for students to feel seen and heard. In the classroom, this might look like pausing before responding to student comments, asking follow-up questions that show curiosity, or creating reflection activities that allow the quieter voices to contribute. Being fully present communicates respect and care. Students are more likely to engage, ask questions, and trust the instructor when they feel heard. Faculty often gain feedback into student needs, boosting classroom culture and reducing conflict.

2. Respond with Empathy and Flexibility

Rather than assuming conflict or disrespect, servant leaders seek to understand the reasoning behind student behavior. For example, if a student misses a deadline, a professor might ask about circumstances before being close minded. This also could be seen as staying real with your students, making sure they know you make mistakes as well. Implementing this will make students feel respected and supported. Faculty reduce unnecessary conflict and model emotional intelligence, an essential skill for students to learn.

3. Empower Students with Real Responsibilities

Servant leadership isn’t about doing everything for others, it’s about helping others grow. Faculty can give students meaningful tasks like leading part of a class discussion, mentoring peers, or giving feedback about the course. Offering students that autonomy in the course will result in better trust and relationships. Students will build confidence and ownership over their learning.

Servant leadership in higher education is more than a philosophy, it’s a daily practice that transforms both student outcomes and faculty experiences. When educators lead with care, humility, and a commitment to student growth, they foster an environment where students thrive academically, emotionally, and ethically. By integrating servant leadership principles such as intentional listening, empathetic responses, and student empowerment, professors can cultivate vibrant, respectful, and collaborative learning environments. In doing so, they don’t just teach content, they develop whole people.

Carlee Norris was born and raised in Kansas and has always had a deep love for learning. Her appreciation for strong faculty leadership has shaped her perspective on education and student development. While earning her MBA at Kansas State University, Carlee authored an article exploring how students feel most empowered and how servant leadership can be used to effectively guide and support them. She is passionate about creating spaces where students feel encouraged, understood, and equipped to thrive.

References

LinkedIn. What are the benefits of applying servant leadership in higher education? How Servant Leadership Benefits Higher Education. https://www.linkedin.com/advice/3/what-benefits-applying-servant-leadership-ukuoe#:~:text=Servant%20leadership%20can%20help%20faculty,their%20academic%20freedom%20and%20autonomy

Online, U. of A. (n.d.). Ethics in education: The importance of good leadership. ONLINE. https://online.uark.edu/blog/ethics-in-education-the-importance-of-good-leadership.php

Rabin & Smith. (n.d.). Teaching care ethics: Conceptual understandings and stories for Learning: Journal of Moral Education: Vol 42 , no 2 – get access. https://www.tandfonline.com/doi/full/10.1080/03057240.2013.785942

University, S. C. (n.d.). Care ethics. Markkula Center for Applied Ethics. https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/care-ethics/care-ethics.html

Vicari, C. (2023, July 4). Prioritizing the ethics of care: Why it’s crucial for education in today’s world. LinkedIn. https://www.linkedin.com/pulse/prioritizing-ethics-care-why-its-crucial-education-todays-vicari/

Source link

August 29, 2025
$Math is Out, Cake is In: Introducing Students to Rubrics – Faculty Focus$

Math is Out, Cake is In: Introducing Students to Rubrics – Faculty Focus
Rubrics are a valuable tool that supports student growth and facilitates instructor grading and feedback (Suskie, 2018). As instructors, we see this value; unfortunately, many of our students, especially first-year students, are unfamiliar with the concept. This presents an opportunity to raise their awareness of a tool that will benefit them as they master concepts and seek course success.

The Context

During a two-week mathematics-focused summer bridge program, I teach a segment called Behind the Scenes, which highlights various success strategies students will need to leverage to be successful in college. One lesson exposes these students to the concept of rubrics, covering everything from their purpose, structure, and application.

The Illustration

As noted by Doyle and Zakrajsek (2018), “The human brain is constantly looking for connections. Connections help you use prior knowledge to build bridges to the new material, creating a more meaningful understanding of the new material” (p. 15). Building off this idea, the lesson begins with an illustration about desserts, specifically cake, a concept which will resonate with most if not all students. The following instructions are given:

I took a vote and decided that math is out, cake is in. Cake has much more bearing on your future than math. Your assignment is to design the cake I want to eat for lunch today. You will be graded on this, and it will be worth a lot of points. Take a couple of minutes to sketch out your design, making note of the details. You will not be graded on your artistic ability or lack of materials.

As students are working, I’m walking around the room. Sometimes, they will ask me questions about my preferences. Much to their dismay, I tell them I am not answering questions at that time, but that they will understand why in a few minutes.

The Discussion

I ask for volunteers to share their designs with me. As the student shares, I find a reason why I do not want to eat their cake. Perhaps there are not enough layers, or it’s not my favorite flavor. I will then subjectively give them a grade, loosely based on the rubric I will eventually show them, but with an element of randomness to aid the discussion. Finally, I’ll show them a picture of the right answer: a three-layer lemon cake decorated with pale yellow frosting, lemon slices, and a few small flowers.

I then pose a series of questions for discussion:
- What did you think of my grading?
- Was it subjective or objective? Why?
- If we repeated this assignment, what would you want to know to meet my expectations?
Understandably, students are not a fan of how I graded, correctly identifying the subjective nature. Based on the grading and feedback they heard me give the volunteers, they can identify several criteria that would be helpful to know in advance. As we talk through these ideas, I make the connection that in higher education the tool we use to be transparent about expectations and objectively grade assessments is called a rubric. Of course, I also backtrack and tell them, “FYI, math is back in – turns out it is useful.”

Once we have defined a rubric, we talk about the structure. I present to them a sample cake rubric, and talk about the grid format, with rows representing the criteria we will be evaluating (layers, flavor, decoration); columns representing the performance rating (needs improvement, proficient, advanced); and the cells containing descriptions of performance and point values (0, 5, 10).

The Application

After we establish what a rubric is and how instructors use it, we turn towards application of rubrics as a way for them to pre-grade their assignments before submitting. Each student in the program will be enrolled in a first-year seminar their first term, which becomes the example from which they can practice. I pass out the first-year seminar rubric along with the assignment prompts, which are consistent throughout the course. I also provide two sample responses, one that clearly does not meet expectations (43 words total), and one that does meet expectations (270 words total). I ask them to work in pairs to review the submissions and grade them using the given rubric, which includes four criteria and two performance levels.

Pairs are then asked to report out their score for the first submission, and we talk through their decisions. I share with them my grade as well. This process is repeated for the second submission. We also discuss what they liked about the experience and what they found challenging. In all, this lesson takes about thirty minutes but could be shortened or lengthened as needed.

Doyle and Zakrajsek (2018) further identified that “when learning something new, it helps to be interested in it, see a value to it, pay attention to it, associate it with something you already know, and practice it a lot” (p. 100). The cake illustration is something they already know, and let’s be honest, if it relates to food, college students are very interested. Through the absurd example, they see the value which piques their curiosity and attention. The hands-on practice, while maybe not sufficient in and of itself, at least provides some experience with a new idea from which they can build their confidence.

This rubric lesson not only raises awareness of a grading technique they will encounter over their time in college, but they get practice with an actual rubric that will be used in their first term. Further, their review of poor and exemplary submissions can help frame the direction they need to take when it comes to their own assignments. As McGuire (2015) pointed out, one way “to help your students gain competence is giving them targeted feedback, rubrics, and exemplars” (p. 88).

When students understand the purpose of the rubric, they are better positioned to achieve success in their courses. Proactively, it allows them to assess whether they are meeting assignment expectations before the due date. Reactively, it allows them to understand why they missed points, leveraging the feedback as formative assessment and making corrections for future assignments.

Sarah A. Forbes, PhD, is the Student Academic Success Director and a first-year seminar instructor at Rose-Hulman Institute of Technology. In these roles, she helps students learn new strategies for academic success. Sarah also serves as a first-year seminar instructional designer, summer bridge program director, and academic advising program administrator.

References

Doyle, T., & Zakrajsek, T. D. (2018). The new science of learning: How to learn in harmony with your brain. Stylus Publishing.

McGuire, S. Y. (2015). Teach students how to learn. Stylus Publishing.

Suskie, L. (2018). Assessing student learning: A common sense guide. John Wiley & Sons, Incorporated.
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August 27, 2025
Bringing C.H.A.O.S to Chaos: Syllabi with an AI Usage Policy – Faculty Focus

It is no secret that Artificial Intelligence (AI) technology is transforming college classrooms. AI tools can easily and quickly assist students in various tasks such as essay writing, literature reviews, analyzing data, formulating code, solving equations, image generation, music composition, and so much more. With minimal or no effort, within minutes, students have most assignments, test questions, or discussion problems figured out and done…enter the chaos!

As educators, this means everything that we experienced in our own education and have worked years to develop is changing. We need to rethink our role, assignments, as well as formative and summative assessments of student learning all while AI capabilities change daily.

Through all this, we feel educators can take one concrete step to control the chaos by Communicating How AI Operates in the Syllabus (C.H.A.O.S). This article highlights the significance of AI usage policies and what elements should be considered in the policy. It also provides a few useful tips to implement AI policies.

Is there a need to specify the AI usage policy in the class syllabus?

Including an AI usage policy offers clarity to students regarding acceptable usage of AI tools. Although educators are making attempts to develop campus-wide consensus about AI tools, different sections of the same course may have different AI usage policies and practices depending on the instructor and their comfort level. When an explicit AI usage policy is stated in the syllabus, students (and faculty members) can be held accountable for upholding that policy. Any incidents of inappropriate AI usage or cheating can be dealt with within the framework of the policy mentioned.

What are the elements of an AI policy?

A clear AI usage policy needs to have at least three elements – acceptable use, citations necessary, and consequences of non-adherence to the policy. The first element, a well-formulated AI usage policy, specifies acceptable AI usage in learning processes, e.g. brainstorming and creating outlines. In the policy, it is beneficial to provide examples of unacceptable usage, e.g. using whole paragraphs of AI text or writing the whole essay. To develop the acceptable use portion, faculty need to take time and honestly reflect on how they see AI tools being integrated into classroom learning, career fields, and life in general. This can range from absolutely no AI usage to intentional integration of the tools in the classroom space. Your level of familiarity, acceptance of, and perceived value in AI will help shape what is allowed.

The second element is to determine how AI usage needs to be acknowledged and cited appropriately. Again, it is helpful to provide a sample citation as students may be unfamiliar with the norms of citations while taking initial undergraduate courses.

Furthermore, AI tools often include biases, inaccuracies, or sometimes hallucinations. Humans using AI tools, in this case students, need to be aware of these shortcomings and understand that even with proper citations they will be held accountable for not reviewing and verifying the accuracy of their work before submitting. So, the citation element in the syllabus must explain that the ultimate responsibility of academic rigor for the assignment submitted lies with the student.

The last element should outline information about how the instructor will deal with non-adherence to the policy. As an instructor, will you provide a chance for students to resubmit the work? Will the usage result in a loss of points, a zero for the assignment, or a failing grade in the course? How will AI usage be checked? How will you communicate it to students? What is the process and who is involved? These are a few questions that can help an educator shape their usage policy.

Implementing AI usage policy

A few additional steps can be taken when implementing an AI usage policy to make the process smoother. Given the varied nature of AI use policy in various courses, it would be helpful to have a classroom discussion early on (day 1) and throughout the semester with each assignment and exam. Researchers have suggested using a stoplight framework e.g., Red – No AI is allowed in this course; Green – AI tools are allowed and encouraged; and Yellow- AI is permitted for following activities only (Urbaczewski, 2025).

Regularly talking about AI usage may remove some of the pressure from students who want to express themselves through their essays or art and feel seen/heard but may be afraid that their grades will be poorer if they don’t use AI tools. Sharing stories of how past students have effectively, or ineffectively, utilized AI in their work can be helpful in mitigating inappropriate usage.

Another possible step is to introduce scaffolding in high stakes summative assignments such as end of the semester projects. Instead of a one-time submission worth 100 points, students could submit intermediate steps and include the prompts they may have used to get a response from AI tools such as ChatGPT or Perplexity. Some instructors may offer extra credit for such intermediate steps.

Unlike grading or attendance policies in the syllabus, AI usage policies will be dynamic. As AI technology advances, the definition of academic integrity may need to be revisited. Faculty members may need to revise this policy each semester and update it to ensure that students are meeting learning outcomes. As the educational landscape continues to evolve, remember you can get a handle on the chaos by introducing C.H.A.O.S to keep your syllabi in alignment with the current times.

AI Disclosure: AI tools such as Editor in MS Word were used for checking grammar and spelling. No AI tools were used for brainstorming or writing this article.

Simantini Karve, PhD, is a professor of biology and professional development co-coordinator at Skyline College, San Bruno, CA.

Jessica Hurless was a professor of Communication Studies and currently serves as the Dean STEM division at Skyline College, San Bruno, CA.

Reference

Urbaczewski, Andrew, “Developing a syllabus for is course usage in the ai era” (2025). Proceedings of 2024 AIS SIGED International Conference on Information Systems Education and Research. 16. https://aisel.aisnet.org/siged2024/16

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August 25, 2025
Bringing C.H.A.O.S to Chaos: Syllabi with an AI Usage Policy – Faculty Focus

It is no secret that Artificial Intelligence (AI) technology is transforming college classrooms. AI tools can easily and quickly assist students in various tasks such as essay writing, literature reviews, analyzing data, formulating code, solving equations, image generation, music composition, and so much more. With minimal or no effort, within minutes, students have most assignments, test questions, or discussion problems figured out and done…enter the chaos!

As educators, this means everything that we experienced in our own education and have worked years to develop is changing. We need to rethink our role, assignments, as well as formative and summative assessments of student learning all while AI capabilities change daily.

Through all this, we feel educators can take one concrete step to control the chaos by Communicating How AI Operates in the Syllabus (C.H.A.O.S). This article highlights the significance of AI usage policies and what elements should be considered in the policy. It also provides a few useful tips to implement AI policies.

Is there a need to specify the AI usage policy in the class syllabus?

Including an AI usage policy offers clarity to students regarding acceptable usage of AI tools. Although educators are making attempts to develop campus-wide consensus about AI tools, different sections of the same course may have different AI usage policies and practices depending on the instructor and their comfort level. When an explicit AI usage policy is stated in the syllabus, students (and faculty members) can be held accountable for upholding that policy. Any incidents of inappropriate AI usage or cheating can be dealt with within the framework of the policy mentioned.

What are the elements of an AI policy?

A clear AI usage policy needs to have at least three elements – acceptable use, citations necessary, and consequences of non-adherence to the policy. The first element, a well-formulated AI usage policy, specifies acceptable AI usage in learning processes, e.g. brainstorming and creating outlines. In the policy, it is beneficial to provide examples of unacceptable usage, e.g. using whole paragraphs of AI text or writing the whole essay. To develop the acceptable use portion, faculty need to take time and honestly reflect on how they see AI tools being integrated into classroom learning, career fields, and life in general. This can range from absolutely no AI usage to intentional integration of the tools in the classroom space. Your level of familiarity, acceptance of, and perceived value in AI will help shape what is allowed.

The second element is to determine how AI usage needs to be acknowledged and cited appropriately. Again, it is helpful to provide a sample citation as students may be unfamiliar with the norms of citations while taking initial undergraduate courses.

Furthermore, AI tools often include biases, inaccuracies, or sometimes hallucinations. Humans using AI tools, in this case students, need to be aware of these shortcomings and understand that even with proper citations they will be held accountable for not reviewing and verifying the accuracy of their work before submitting. So, the citation element in the syllabus must explain that the ultimate responsibility of academic rigor for the assignment submitted lies with the student.

The last element should outline information about how the instructor will deal with non-adherence to the policy. As an instructor, will you provide a chance for students to resubmit the work? Will the usage result in a loss of points, a zero for the assignment, or a failing grade in the course? How will AI usage be checked? How will you communicate it to students? What is the process and who is involved? These are a few questions that can help an educator shape their usage policy.

Implementing AI usage policy

A few additional steps can be taken when implementing an AI usage policy to make the process smoother. Given the varied nature of AI use policy in various courses, it would be helpful to have a classroom discussion early on (day 1) and throughout the semester with each assignment and exam. Researchers have suggested using a stoplight framework e.g., Red – No AI is allowed in this course; Green – AI tools are allowed and encouraged; and Yellow- AI is permitted for following activities only (Urbaczewski, 2025).

Regularly talking about AI usage may remove some of the pressure from students who want to express themselves through their essays or art and feel seen/heard but may be afraid that their grades will be poorer if they don’t use AI tools. Sharing stories of how past students have effectively, or ineffectively, utilized AI in their work can be helpful in mitigating inappropriate usage.

Another possible step is to introduce scaffolding in high stakes summative assignments such as end of the semester projects. Instead of a one-time submission worth 100 points, students could submit intermediate steps and include the prompts they may have used to get a response from AI tools such as ChatGPT or Perplexity. Some instructors may offer extra credit for such intermediate steps.

Unlike grading or attendance policies in the syllabus, AI usage policies will be dynamic. As AI technology advances, the definition of academic integrity may need to be revisited. Faculty members may need to revise this policy each semester and update it to ensure that students are meeting learning outcomes. As the educational landscape continues to evolve, remember you can get a handle on the chaos by introducing C.H.A.O.S to keep your syllabi in alignment with the current times.

AI Disclosure: AI tools such as Editor in MS Word were used for checking grammar and spelling. No AI tools were used for brainstorming or writing this article.

Simantini Karve, PhD, is a professor of biology and professional development co-coordinator at Skyline College, San Bruno, CA.

Jessica Hurless was a professor of Communication Studies and currently serves as the Dean STEM division at Skyline College, San Bruno, CA.

Reference

Urbaczewski, Andrew, “Developing a syllabus for is course usage in the ai era” (2025). Proceedings of 2024 AIS SIGED International Conference on Information Systems Education and Research. 16. https://aisel.aisnet.org/siged2024/16

Source link

August 25, 2025
$Tex. Boards Abolish Faculty Senates, Create Toothless Councils$

Tex. Boards Abolish Faculty Senates, Create Toothless Councils

Some university systems are letting their existing faculty senates lapse while others are reshaping them to comply with SB 37.

Photo illustration by Justin Morrison/Inside Higher Ed | BraunS, malerapaso and vi73777/iStock/Getty Images

The University of Texas System Board of Regents voted Thursday to disband the system’s long-standing faculty senates in compliance with Senate Bill 37, the sweeping Texas higher education law that gives university boards and presidents control over faculty governing bodies.

The UT board also voted Thursday to create faculty advisory groups, which will “perform the work of faculty governance bodies”—such as reviewing degree requirements, suggesting curricular changes, coordinating campus events and revising the faculty handbook—while keeping all decision-making power in the hands of the administration.

The University of Houston system Board of Regents did the same Thursday, voting to create faculty councils that will “provide structured, meaningful avenues for faculty to help shape academic priorities, strengthen excellence and contribute to decisions that guide our future,” a university spokesperson said in a statement.

But the groups won’t give the faculty independent representation or any real power. In accordance with SB 37, the board bylaws now state, “a faculty council is advisory only and may not be delegated the final decision-making authority on any matter.”

As of June 20, any faculty governing body in Texas—whether it’s a senate, council or advisory group—may not exceed 60 members unless otherwise decided by the board, and every college or school within the university must be represented by at least two members, SB 37 dictates. The university president will appoint at least one of the representatives from each college or school within the institution, while the faculty elects the others, meaning that as many as 30 members could be chosen by the president.

The president will also choose the presiding officer, associate presiding officer and secretary for each group. Appointees may serve for six years before taking a mandatory two-year break from the group, while faculty-elected representatives may only serve for two years before the two-year break.

While the new groups are still faculty bodies, they won’t “authentically speak with the faculty voice,” said Mark Criley, a senior program officer in the department of academic freedom, tenure and governance at the American Association of University Professors. “No matter who is selected, the process by which they’re selected matters. We learned when we’re in elementary school—the teacher didn’t appoint the class president, the principal didn’t appoint them, this was one of our first exercises in representation. You choose the people who will speak for you in an institutional body.”

Across the state, college and university system boards are taking different approaches to scrapping and reshaping their faculty senates. The Alamo Colleges District Board of Trustees voted earlier this month to consolidate the faculty senates at each of the five campuses into one group of up to 35 members. Previously, the five senates comprised 114 voting members.

While the Texas State University system board gave presidents the ability to create new faculty groups, it did not approve a new faculty governing body at its Aug. 14 meeting and will let the existing senate lapse on Sept. 1, the deadline set by SB 37. Texas A&M University regents are expected to vote on their approach to the new law at their Aug. 27 board meeting, The Austin American-Statesman reported.

Even as university governing boards design their toothless, SB 37–compliant groups, two professors at the University of Houston on Monday unveiled what they’re calling the Faux Faculty Senate. “I know that people feel that faculty senates are kind of arcane … but it’s a part of civil society,” said David Mazella, an associate professor in the English Department at the University of Houston and president-elect of the faux senate. “[SB 37] is an antidemocratic bill that essentially eliminates the faculty voice in order for the state to directly control what we do.”

The faux senate is largely symbolic; it won’t replicate any of the governing functions of the now-defunct 100-member senate, Mazella said. Instead, it will serve as an off-campus meet-up for faculty to socialize and talk about ongoing issues in Texas higher education. “Even getting to a faculty cafe is really difficult, so giving people an opportunity [to talk] that is not in a university space feels really important to us,” Mazella said.

He and his co-creator, María González, also an associate professor of English at Houston, plan to start hosting events in October, though nothing concrete has been scheduled. Without support from the university, the money to host these events will come from Mazella’s and González’s own pockets. They’re looking for a space in the Houston area that’s “not too gross, but not too expensive,” said Mazella, for their first faux senate convening.

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August 22, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025
Transforming Classroom Discussions with Communication Practices from Health Coaching – Faculty Focus
Classroom discussions are among the most enriching aspects of higher education, offering students opportunities to engage with peers, deepen their understanding of course material, and draw meaningful connections between concepts. For instructors, these discussions serve as a powerful tool to foster collaboration, assess comprehension, and create a more dynamic and inclusive learning environment. Yet, leading effective discussions can be challenging, especially when students are hesitant to participate or when conversations lack depth and substance.

The field of health coaching—where communication is central to guiding clients toward greater self-awareness and behavior change—offers a valuable framework for enhancing classroom dialogue. Health coaching is a collaborative process that relies on intentional and empathetic communication to help clients explore their motivations, clarify their goals, and take ownership of their progress. By applying key communication strategies from this field, educators can elevate the quality of classroom discussions and create more meaningful interactions with students. This article explores how three core techniques from health coaching — the OARS framework (open-ended questions, affirmations, reflective listening, and summarization), rephrasing, and active listening — can be adapted to the classroom to facilitate deeper, more personally relevant conversations.

The OARS Framework

First and foremost, good discussions begin with good questions. Consider the principles contained in the acronym “OARS” to shape the way you formulate questions and listen to responses, facilitating more interactive and less directive discussions.

O: Open-ended questions: Ask questions that require more than discrete responses. Avoid questions that can be answered with “yes,” “no,” or a number. Instead of asking “Are people motivated solely by monetary incentives?”, consider asking: “Tell us about your sources of motivation,” “Why might people not be motivated when provided an incentive?” and “What, in your experience, have you seen motivate your peers to…?” When used effectively, open-ended questions encourage students to think more deeply and progress in their understanding. They can even prompt students to introduce classroom topics without the instructor ever having to explicitly steer the discussion in a particular direction.

A: Affirmations: Don’t hesitate to provide positive statements that acknowledge a student’s contribution. Affirmations foster respect and support an inclusive teaching climate; however, the affirmations must be genuine and authentic. Students notice when the instructor simply says “Great comment” or “Good question” to a majority of students’ responses. Remember, this isn’t an interrogation but a dialogue. Consider the potential impact of statements like: “Sara, thanks for volunteering to share your thoughts about applications of aerobic energy production in exercise programming,” or “Javier, I really appreciate how your comments reflect Van Gogh’s perspective on his use of sunflowers in his paintings.”

RS: Reflective Listening and Summarization: Reflective listening occurs when the instructor reflects back to the student the core elements of their contribution to the discussion. Reflective listening provides an excellent opportunity for the instructor to confirm their understanding of the student’s comments, as well as directing the conversation forward. In this step in the OARS framework, it may be appropriate to ask either a yes/no or an open-ended question. For example, “John, you’re saying personal accomplishment can be a powerful motivator among mountain athletes, is that right?” or “It seems like something is missing in our understanding of what happens when we introduce financial incentive to these groups. What do you think would happen if…?” When applied to the discussion as a whole, a summary of the main points made from the instructor’s perspective can be a great way to remind students of key points, reinforce the instructor’s informal assessment of student learning, as well as introduce the next topic or item in the lesson plan of the day.

Application Moment: Consider how you might have applied these principles of the OARS framework to a recent group discussion you led in class.

While the OARS framework provides an excellent guideline for how an instructor can improve the overall quality discussions, the following two techniques will provide concrete recommendations on what to say and how to act during the discussion.

Rephrasing

Remember the importance of good questions for good discussions? To take things one step further, consider the technique of rephrasing. To encourage deeper topic exploration, consider restructuring questions by replacing the intended question word (e.g., “who,” “what,” “when,” “where,” “why,” or “how”) with a different one. For example, an instructor may want to ask, “How can we increase motivation?” and might rephrase that question as, “What factors increase motivation?” or “Where do you feel the most/least motivated?” or “Who demonstrates the most/least motivation?” or “Why does motivation ebb and flow?” or “When are you most/least motivated?” By changing the question word, the instructor can steer the discussion to change how students think about the question, perhaps eliciting a list of possible outcomes (e.g. “What are the factors?”) or explore possible mechanisms/antecedents (e.g., “Why might motivation decline in competitive settings?”) or to help the students develop their ability to embody or conceptualize new perspectives (e.g. “How do financial incentives impact different groups or individuals? John, you represent a group of…”). This can provide depth to the conversation, encourage creativity and application of concepts in discussion, and allows for the exploration of a variety of interesting tangents.

Application Moment: Write down a discussion question from your last class instruction. Rephrase the question using each of the common question words (“who”, “what”, “when”, “where”, “why”, “how”). Consider the types of responses each question word will elicit.

Active Listening

Last, but not least, active listening: Often, instructors forget that when a question is asked, a response is on the way. It can be surprisingly difficult to fully engage with student responses, as it requires the instructor to focus on what the student is saying rather than on what they will say next. The instructor’s first job is to focus on what students are saying rather than their (the instructor’s) response. The following strategies promote active listening in the classroom during discussions:
- Provide adequate time for student responses.
- Don’t be afraid of silence. Silence provides you and your students time to think.
- Call on students by their first name when you engage with them.
- Get out from behind your lectern and casually move toward the student who is speaking.
- Nod and use affirmations (e.g., nodding or stating “nice insight, Paul”).
- Paraphrase when appropriate (“What I hear you saying, Paul, is that….”) – see “rephrasing/summarization” under the OARS framework.
Fostering meaningful classroom discussions is both an art and a skill—one that can be significantly enhanced by drawing on the principles of communication in health coaching. By integrating techniques such as the OARS framework, rephrasing, and active listening, instructors can create more engaging, inclusive, and thought-provoking learning environments. These strategies not only encourage deeper student participation but also help build a classroom culture rooted in empathy, curiosity, and mutual respect. As higher education continues to evolve, integrating communication practices from other disciplines can be a powerful means of enriching the educational experience and enhancing student learning.

Maria Newton, PhD, F-AASP, is an Associate Professor in the Department of Health and Kinesiology at the University of Utah. She holds a BA from the University of California, Davis, an MS from California State University, Chico, and a PhD from Purdue University, with specialized training in sport and exercise motivation. Dr. Newton’s research focuses on achievement motivation, specifically how perceptions of the climate influence motivational striving. Her most recent contributions to the literature have focused on how creating a caring and task-involving climate fosters motivation. With over 30 years of experience in higher education, Dr. Newton brings extensive expertise in teaching a variety of courses in diverse formats. Recognized with numerous teaching awards, she is deeply committed to cultivating an inclusive and intellectually stimulating climate that inspires learning and personal growth.

Jefferson Brewer, MS, CSCS, ACSM EP, is an Associate Instructor in the Department of Health and Kinesiology at the University of Utah. He holds a BS in Kinesiology with an emphasis in Exercise Science and an MS in Kinesiology focused on Health and Wellness Coaching, both from the University of Utah. He is currently completing his dissertation for a PhD in Integrated Health Science at Rocky Mountain University of Health Professions. Jefferson’s research centers on metabolism in rock climbers—examining both systemic and localized muscular responses. Before transitioning into academia, he worked in patient care, applying his coaching background and exercise science expertise to improve health outcomes. His experience has shaped a teaching style grounded in interpersonal communication, creating engaging and dynamic learning environments that foster growth, curiosity, and academic success.
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August 22, 2025

Tag: Faculty

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Modeling Values in the Classroom

How Faculty Benefit from Servant Leadership

Practical Ways Faculty Can Begin Tomorrow

1. Practice Intentional Listening

2. Respond with Empathy and Flexibility

3. Empower Students with Real Responsibilities

The Context

The Illustration

The Discussion

The Application

Is there a need to specify the AI usage policy in the class syllabus?

What are the elements of an AI policy?

Implementing AI usage policy

Is there a need to specify the AI usage policy in the class syllabus?

What are the elements of an AI policy?

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The OARS Framework

Rephrasing

Active Listening

The OARS Framework

Rephrasing

Active Listening