Tag: Higher

  • Higher Education Conferences in 2025 to Put on Your Radar

    Higher Education Conferences in 2025 to Put on Your Radar

  • InsightsEDU 2025 – Marketing and Enrollment Management for Adult and Online Education 

    Date: February 12-14, 2025
    Location: The Ritz Carlton, New Orleans

    EducationDynamics’ InsightsEDU is one of the only higher education marketing and enrollment management conferences focused on the Modern Learner. Every year, InsightsEDU brings together thought leaders, decision-makers, and professionals from colleges, universities, and education-related organizations nationwide. The mission of InsightsEDU is to create a platform for the exchange of ideas, strategies, and innovations that propel higher education forward.

  • 2025 Presidents Institute

    Date: January 4–7, 2025
    Location: San Antonio, TX  

    The Council of Independent Colleges’ 2025 Presidents Institute serves as a pivotal gathering amid the shifting higher education environment, offering a space for leaders to address key challenges. The 2025 gathering will provide over 300 college and university presidents, along with nearly 750 participants, the opportunity to explore how strategic community engagement can transform challenges into opportunities. With a focus on critical issues like financial sustainability, legal challenges, DEI and belonging, and federal policy, this event offers timely insights for navigating higher education’s political landscape.

  • SXSW EDU Conference & Festival 2025  

    Date: March 3-6, 2025 
    Location: Austin, TX 

    Immerse yourself in four days of unparalleled learning and collaboration at the SXSW EDU Conference & Festival. Designed for education professionals, industry leaders, and policymakers, this pivotal event ignites creativity and fosters innovation in the field of education. 

  • 2025 UPCEA Annual Conference 

    Date: March 24-26, 2025
    Location: Denver, CO  

    UPCEA’s Annual Conference is one of the most significant assemblies of thought leaders and practitioners today in the field of professional, continuing, and online education. Deans and other senior university leaders, key staff, and teams responsible for the management, administration, and growth of professional, continuing, and online education programs attend every year to gain insights on the most pressing topics in the higher education landscape – including federal policy, finance and operations, marketing and enrollment management, instructional design, noncredit programs, alternative credentialing, and more.  

  • American Association of Community Colleges (AACC) 2025 

    Date: April 12-16, 2025
    Location: Nashville, TN

    The American Association of Community Colleges (AACC) Annual Conference hosts a premier professional development event for leaders and stakeholders in the community college sector. It features impactful keynote presentations, focused breakout sessions, technology showcases, and peer-to-peer exchanges, all aimed at addressing the most pressing challenges and opportunities in two-year colleges. With a focus on innovation, problem-solving, and extensive networking opportunities, the AACC Annual Conference serves as an essential platform for shaping the future of community college education.

  • The American Association of Collegiate Registrars and Admission Officers (AACRAO) 110th Annual Meeting 

    Date: March 30 – April 2, 2025
    Location: Seattle, WA 

    Join a global network of higher education professionals at the AACRAO Annual Meeting, where leaders from various disciplines come together to explore, engage, and advance the field. This event provides an opportunity to discuss the ever-changing landscape of higher education, share valuable insights, and collaborate on practical solutions to real-world challenges. Each year, the AACRAO Annual Meeting tackles emerging issues and trends, offering attendees the chance to deepen their knowledge, expand their network, and contribute to the future of higher education.

  • OLC Innovate 2025 

    Date: April 1-4, 2025
    Location: Nashville, TN

    The Online Learning Consortium (OLC) is a group of higher education leaders and innovators who work to advance quality digital teaching and learning experiences. OLC Innovate 2025 offers educators of all experience levels to explore, share, and advance digital and blended learning. Themed “The Rhythm of Innovation: Hitting the High Notes in Digital Education,” the conference will reimagine how today’s disruptions shape tomorrow’s classrooms.

  • 2024 Higher Learning Commission (HLC) Annual Conference 

    Date: April 5-8, 2025
    Location: Chicago, IL 

    HLC’s Annual Conference is geared towards administrators in the higher education community, including administrative professionals, faculty members, CEOs, presidents, and chancellors. Sessions, speakers, and workshops provide opportunities for institutions that seek accreditation and offer information on the latest developments, issues, and best practices in higher education. The 2025 conference will explore how colleges and universities use higher education to address evolving student and societal needs, impart workforce skills, fuel innovation, and tackle today’s most pressing challenges.

  • ASU+GSV Summit 2025 – Learning at the Speed of Light 

    Date: April 6-9, 2025
    Location: San Diego, CA 

    The ASU GSV Summit brings together leading thinkers in digital learning and workforce skills to create a future where everyone has equal access to opportunity. It is a community of educators, entrepreneurs, investors, and innovators in the educational technology and higher education industry who are motivated in reshaping society and education through innovation.  

  • NAGAP, The Association for Graduate Enrollment – 2025 Graduate Enrollment Management Summit 

    Date: April 23-26, 2025  
    Location: San Francisco, CA

    NAGAP’s annual summit unites professionals engaged in every aspect of the graduate enrollment lifecycle—from admissions and recruitment to financial aid, academic affairs, and beyond. As the only professional organization dedicated exclusively to graduate enrollment management, NAGAP provides a unique platform for addressing the specific concerns and challenges faced by those in this field.

  • Digital University Week – Inside Higher Ed/Times Higher Education 

    Date: May 2025
    Location: TBD

    Digital University Week, hosted by Inside Higher Ed and Times Higher Education, brings together leaders in higher education’s digital transformation to explore the opportunities and challenges of a digital-first future. The event focuses on overcoming institutional silos, fostering industry collaboration, and maximizing resources while emphasizing a human-centered approach for equitable digital learning. The series offers an intimate setting for impactful conversations, sparking new ideas and building connections to reshape the future of education. 

  • 2025 Career Education Colleges and Universities (CECU) Convention 

    Date: May 27-29, 2025
    Location: Las Vegas, NV

    The 2025 North American Career Education Convention is regarded as the largest gathering of private career education professionals nationwide. Featuring renowned keynote speakers, expert-led sessions, and ample opportunities to connect with sector leaders, this conference attracts a diverse audience each year, fostering collaboration and innovation in postsecondary career education.

  • Slate Summit 2025 

    Date: June 25-27, 2025
    Location: Las Vegas, NV

    The Slate Summit, an exclusive event led by the Slate community, provides a deep dive into specific Slate topics through expert-led sessions and offers networking opportunities with like-minded peers in affinity group breakouts. This year’s Summit, tailored for admissions, student success, and advancement professionals, promises to be the most engaging and informative yet, featuring industry experts, interactive workshops, and unparalleled networking opportunities. 

  • eduWeb Summit 2025 

    Date: July 15-17, 2025 
    Location: Portland, ME 

    The eduWeb Summit is a community of higher education professionals and industry partners who are passionate about advancing their marketing, communications, and digital work. This conference gathers higher education professionals and industry partners from 16 countries and all 50 states. Attendees benefit from enhanced networking opportunities, engaging with peers and potential partners while gaining valuable insights into web and digital experiences, AI and analytics, leadership and innovation, and enrollment marketing. 

  • UPCEA DT&L and SOLA+R 2024 – Distance Teaching & Learning Conference and Summit for Online Leadership & Administration + Roundtable 

    Date: TBD
    Location: TBD

    UPCEA’s DT&L and SOLA+R event combines 2 conferences into 1 seamless experience. It captures all the elements of digital transformation and leadership in a holistic way—from teaching and learning to leadership and administration—preserving the salient issues for two distinct professional communities, while catalyzing dialogue across all facets of the larger field. This event is ideal for key campus leaders – presidents, provost, deans, instructional designers, faculty, and other focused on digital leadership. 

    UPCEA DT&L and SOLA+R 2025 Conference details have not been released at this time, but you can view last year’s event page for more information. 

  • UNCF Unite 2025 

    Date: July 20-24, 2025
    Location: Atlanta, GA 

    UNITE, powered by the United Negro College Fund (UNCF), is the nation’s leading annual gathering for Historically Black Colleges and Universities (HBCUs) and Predominately Black Institutions (PBIs). This influential event brings together thought leaders, change agents, and community partners to accelerate institutional transformation, address shared challenges, and celebrate achievements. Through networking, discussions, and celebration, UNITE fosters innovation within higher education and propels institutions towards a brighter future for all students.  

    UNCF Unite 2025 Conference details have not been released at this time, but you can view last year’s event page for more information.

  • HashtagHigherEd 2025

    Date: TBD
    Location: TBD

    HashtagHigherEd is a dedicated forum of professionals in higher education marketing and communications to converge, fostering the exchange of best practices amidst the complexities of a competitive and ever-evolving landscape. This dedicated forum provides a space for these professionals to collaboratively discuss effective communication, marketing, and branding strategies tailored to the unique challenges of the higher education sector.   

    HashtagHigherEd US 2025 Conference details have not been released at this time, but you can view last year’s event page for more information.

  • HighEdWeb Association Annual Conference 2025 

    Date: September 28-October 1, 2025
    Location: Online and Grand Rapids, Michigan  

    Connect with colleagues and explore the impact of digital media on higher education at the HighEdWeb Annual Conference 2025. Designed for professionals across all roles—programmers, marketers, social media experts, managers, designers, and writers—this event offers diverse track sessions, an inspiring keynote, and group discussions. Engage with a vibrant community, gain valuable insights, and address unique digital challenges faced by colleges and universities, all while expanding your network and enhancing your professional development. 

  • NACAC Conference 2025 

    Date: September 18-20, 2025 
    Location: Columbus, OH

    The NACAC Conference 2025 will gather over 6,000 dedicated counselors in Los Angeles to exchange best practices, gain inspiration, and explore cutting-edge research in admission counseling. This event provides higher education counselors with the chance to discover innovative strategies, engage with thought leaders and peers, stay updated with the latest research, and connect with a diverse community of professionals. 

  • UPCEA Convergence 

    Date: TBD
    Location: TBD

    The UPCEA Convergence conference explores contemporary trends and emerging models within the realm of alternative credentials. This event, a collaborative effort by UPCEA and AACRAO, serves as a platform for key campus figures involved in credential innovation. This includes deans of professional education, chief online learning officers, registrars, and their respective teams. Together, they aim to delineate and refine institutional strategies concerning alternative credentials.  

    UPCEA Convergence 2025 conference details have not been released at this time, but you can view the 2024 event page for more information. 

  • P3 EDU – Innovation and Public-Private Partnership in Higher Education

    Date: TBD
    Location: TBD 

    P3 EDU is an invitation-only annual conference that brings together university administrators, government officials, and representatives from foundations and corporations to discuss public-private partnerships in higher education. Attendees will delve into partnership opportunities, share best practices, and address the challenges of implementing successful public-private partnerships in higher education.  

    P3 EDU 2025 conference details have not been released at this time, but you can view the 2024 event page for more information.

  • Educause Annual Conference 2025

    Date: October 27-29, 2025 
    Location: Nashville, TN and Online 

    The Educause Annual Conference is the premier event for higher education technology professionals, connecting the brightest minds in the field. This global gathering brings together individuals from diverse backgrounds within the higher education industry – practitioners, researchers, and solution providers – to share ideas, develop their expertise, and discover innovative solutions to contemporary challenges.  

    The Educause Annual 2025 Conference details have not been released at this time, but you can view the 2024 event page for more information. 

  • 2025 AMA Symposium for the Marketing of Higher Education  

    Date: TBD
    Location: TBD 

    For over 30 years, the AMA Symposium for the Marketing of Higher Education has offered a dynamic glimpse into the ever-evolving landscape of higher education. With a program featuring peer-reviewed content, attendees gain the strategic insights needed to elevate their marketing strategies, enhance their institutional reputation, and ensure financial strength. Beyond the wealth of sessions, the Symposium serves as a vibrant community where knowledge seamlessly transitions into actionable initiatives, making it an invaluable resource for marketers looking to shape the future of higher education, foster growth, and ensure vitality.   

    The 2025 AMA Symposium Conference details have not been released at this time, but you can view the 2024 event page for more information. 

  • OLC Accelerate 2025

    Date: November 17-20, 2025
    Location: Orlando, FL 

    The OLC Accelerate conference showcases groundbreaking research and effective practices in online, blended, and digital learning. It offers a diverse range of sessions and activities designed to support administrators, designers, and educators by addressing the unique challenges and goals of the entire community. This event is a comprehensive resource for staying at the forefront of innovative practices in digital education.  

    The OLC Accelerate 2025 Conference details have not been released at this time, but you can view last year’s event page for more information.

  • UPCEA MEMS 2025

    Date: TBD
    Location: TBD

    UPCEA MEMS is a must-attend conference for education professionals who want to stay on top of the trends in higher ed marketing. Presented from a variety of perspectives, sessions elevate the conversation about today’s higher education landscape. For over 30 years, MEMS has drawn professionals from institutions of all sizes to showcase thought leadership in higher education and explore trends in adult student recruitment and retention.

    UPCEA MEMS 2025 Conference details have not been released at this time, but you can view the 2024 event page for more information.

  • NAICU 2025 Annual Meeting and Advocacy Day

    Date: February 2-5, 2025
    Location: Washington, DC

    NAICU’s Annual Meeting & Advocacy Day is the premier policy and advocacy event for private, nonprofit higher education leadership, including college and university presidents, government relations personnel, and executives from state and mission-specific higher education associations. The meeting annually offers briefings on pressing policy issues affecting higher education and focuses advocacy efforts on these critical concerns.

  • WCET 37th Annual Meeting

    Date: October 21-23, 2025
    Location: Denver, CO

    The WCET Annual Meeting brings together higher education professionals and practitioners to foster critical discussions, share the latest advancements in digital learning, and navigate the evolving regulatory landscape. With a registration limit of 500, the intimate and collegial setting of the WCET Annual Meeting offers unique opportunities for meaningful dialogue and insights, making it a valuable event for leaders and practitioners in digital learning.

    WCET 2025 Conference details have not been released at this time, but you can view last year’s event page for more information.

  • 2025 Engage Summit

    Date: June 24-26, 2025
    Location: Charlotte, NC

    The Engage Summit focuses on practical applications of AI, equipping attendees to lead their institutions through AI transformation. Participants will gain insights into the modern student’s mindset—understanding their motivations, interactions, and expectations in today’s digital landscape. This event serves as a great opportunity for educational leaders to prepare their campuses for the evolving future of learning.

    The 2025 Engage Summit Conference details have not been released at this time, but you can view last year’s event page for more information.

Conferences offer invaluable opportunities for higher education professionals to stay current with industry trends, discover innovative strategies, and connect with like-minded individuals. Whether you’re seeking to advance your career, enhance your skills, or simply stay informed, attending a relevant conference can be a hugely rewarding experience.  

If you see any of our experts at EducationDynamics (EDDY) at one of these events, come and say hello! We’re excited about making new connections with people from all over the world who share a passion for learning more about what it means to understand, find, enroll, and retain adult, online, or non-traditional students.  

We look forward to seeing you there; drop us a line if you’re attending any of the conferences above. 

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  • A New Era of Higher Education- EducationDynamics

    A New Era of Higher Education- EducationDynamics

    The frequently used term “adult students” no longer captures the dynamic, diverse, and evolving population pursuing a degree today. Data from EducationDynamics’ Online College Students and Marketing & Enrollment Management Benchmarks reports show that the average age of learners is decreasing, and that their needs are growing more complex. Whether they are first-generation college students, single parents or veterans seeking to advance their career, these individuals represent what we now define as the Modern Learner. These learners are shaping the future of higher education by driving a demand for flexible, accessible, and affordable learning opportunities that meet their diverse needs. In a recent episode of the EdUp Experience Podcast, Dr. Joe Sallustio, the host of The EdUp Experience, Dr. Melik Khoury, President and Chief Executive Officer at Unity Environmental University and Greg Clayton, President of Enrollment Management Services of EducationDynamics, discuss the trends reshaping higher education and offer insights into how institutions can better serve Modern Learners amidst changing times.  

    Beyond Traditional Categories

    The Modern Learner is not defined by age – it’s a mindset. Gone are the days when “traditional student” and “adult learner” were distinct categories. Today, a diverse range of individuals, from recent high school graduates to seasoned professionals, are seeking education on their own terms. This shift is driven by a fundamental change in how students approach education, influenced by technology, individual aspirations, and an evolving job market. 

    Modern Learners often juggle busy lives, whether they are working professionals, parents, or recent graduates. Therefore, an education that seamlessly integrates with their personal and career goals has become crucial. They seek learning experiences that fit their unique circumstances, allowing them to pursue their passions and advance their careers.  

    Regardless of what their circumstances are, Modern Learners are not limited by geographic location or traditional educational barriers. They expect affordable and accessible learning opportunities. 

    As a result, Modern Learners have redefined the typical adult student profile by prioritizing flexible, career-focused programs that fit into their busy schedules. Traditional models and assumptions about age are no longer relevant, and institutions must adapt to these needs, focusing on providing accessible education that aligns with the personal and professional goals of Modern Learners.  

    Building a Student-Centric Model 

    Responding to the needs of the Modern Learner requires higher education institutions to move away from an institution-centric model and embrace a student-centric one. This involves a deep commitment to understanding and addressing the diverse needs of Modern Learners, rather than adhering to outdated practices and structures. Embracing various learning modalities including online, hybrid, and residential programs, while acknowledging the value of each, is paramount. Additionally, by recognizing that online learning is a valuable and equal learning pathway, institutions can provide more flexible, accessible, and relevant educational opportunities that align with the goals and lifestyles of today’s Modern Learners.  

    We really started to look at each and every one of our subsidiaries for, it didn’t matter how old you were, it was more how did you want to learn?

    Dr. Melik Khoury, President of Unity Environmental University

    To fully address these evolving needs, institutions must create personalized learning experiences and adapt program structures to accommodate varying schedules and preferences, which will more effectively engage Modern Learners.

    Navigating the Challenges of Change

    However, adapting to the needs of the Modern Learner is not without its challenges. Many institutions encounter resistance to change, ingrained practices, and varying levels of awareness about the evolving student landscape. 

    This resistance often stems from a reliance on traditional models, driven by a fear of disrupting established practices and structures. As a result, institutions may hesitate to adopt online learning, resist new marketing strategies, or cling to familiar, albeit outdated, approaches. 

    It’s amazing how many universities, if you ask them about the cost of acquisition, they would have no idea…Many institutions don’t even understand the concept of you can’t have a regional recruitment and marketing strategy and hope for a national draw.

    Dr. Melik Khoury, President of Unity Environmental University

    Traditional marketing strategies are becoming less effective in reaching the Modern Learner, as this population responds better to online channels, targeted digital marketing campaigns, and social media engagement. Adapting marketing strategies to better connect with this demographic is crucial. Additionally, demonstrating a clear return on investment is equally important, as Modern Learners make quick decisions—often within one or two weeks—based on the immediate value and benefits of their program choices. 

    The thinking about marketing and how to market to students has to evolve…The amount of time they want to wait is one to two weeks before, so maybe a month. And that’s it.

    Dr. Joe Sallustio, Co-Founder & Host of The EdUp Experience

    Embracing Innovation and Iteration

    Successfully meeting the needs of the Modern Learner is rooted in building a culture of innovation and experimentation. This involves a willingness to embrace new approaches, learn from mistakes, and continually refine programs and processes to better serve student needs. 

    A key aspect of serving the Modern Learner is pivoting to shorter, more skill-focused program offerings. By aligning curricula with industry demands and ensuring flexibility, institutions can better support students in acquiring relevant skills and advancing their careers.

    We actually don’t care anymore about majors…my faculty doesn’t identify their value based on our majors, but by the disciplines.

    Dr. Melik Khoury, President of Unity Environmental University

    Beyond adapting program design, Modern Learners also require a positive and supportive learning experience. Investing in technology, enhancing student support services, and cultivating a campus culture that fosters engagement and success are essential components of this experience.  

    Additionally, prioritizing data-driven decision-making is vital to guiding program development and implementation.  By using data to assess program effectiveness, track student success, and inform resource allocation and program design, institutions can ensure their strategies are grounded in evidence rather than relying on traditional methods.

    Are You Ready to Attract the Modern Learner?

    The higher education landscape is changing, and adapting to the needs of the Modern Learner is essential for success. Embracing innovation, moving away from traditional practices, and prioritizing the student experience are critical components for success in today’s learning environment.  

    Don’t ask me to be innovative and be bound to tradition, be bound to what has come before me, be bound to pedagogy that is tried and true

    Dr. Melik Khoury, President of Unity Environmental University

    Flexibility, adaptability, and continuous improvement serve as tenets for institutions successful in meeting the Modern Learner’s needs. Institutions that excel in these areas are more likely to distinguish themselves from the competition. By shifting their governance structures, decision-making processes, and faculty training to encourage innovation and flexibility, they can better meet the evolving expectations of Modern Learners and remain competitive in a rapidly changing higher education environment.  

    The future of higher education hinges on the ability to adapt. By prioritizing innovation, the student experience, and fostering a culture of continuous improvement, institutions can not only survive, but thrive in this new era of learning. To enter this new era of higher education and elevate your institution’s programs to new heights, reach out to EducationDynamics. Together, we can drive meaningful change and achieve your goals.  

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  • Higher Education Marketing Job Titles and Salaries

    Higher Education Marketing Job Titles and Salaries

    Elevate your marketing team with strategic expertise

    Does your higher education marketing team have what it takes to capture the attention of right-fit students in a competitive landscape? Marketing budgets can be tight, but without the right mix of talent, increasing your ability to reach and convert key audiences, clearly connect upstream efforts to enrollment outcomes, and producing actionable marketing intelligence will be a constant challenge.

    Dive into our latest infographic to uncover the key roles essential for enhancing the student journey and driving a robust return on investment.

    If you hired them all, you could spend $1M+ in annual salaries alone. But you don’t need all the roles all the time. Hire the ones you do and outsource the part-time or specialized roles where you can.

    Partner with Collegis to expand your marketing approach

    Ready to assemble a marketing super team that engages students with personalized, AI-driven experiences at scale? Join forces with Collegis Education to access tailored marketing services that maximize the data, tech, and talent you already have.

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  • NLRB Issues Memo Outlining Higher Ed Institutions’ Disclosure Obligations under NLRA and FERPA – CUPA-HR

    NLRB Issues Memo Outlining Higher Ed Institutions’ Disclosure Obligations under NLRA and FERPA – CUPA-HR

    by CUPA-HR | August 7, 2024

    On August 6, National Labor Relations Board (NLRB) General Counsel Jennifer Abruzzo issued a memo, “Clarifying Universities’ and Colleges’ Disclosure Obligations under the National Labor Relations Act and the Family Educational Rights and Privacy Act.” The memo was issued to all NLRB regional offices and is meant to provide guidance to institutions of higher education clarifying their obligations “in cases involving the duty to furnish information where both statutes may be implicated.”

    The memorandum outlines how institutions can comply with requests by unions representing their student workers for information that may be covered under FERPA, the federal law that protects students’ privacy in relation to their education records and applies to institutions that receive federal education funds. Under the NLRA, employers are required to provide certain information to unions that may be relevant to their representational and collective bargaining obligations, but this requirement can come into conflict with institutions’ obligations under FERPA.

    In situations where the employer believes certain records requested by the union may be confidential and covered under FERPA, the memo outlines the steps institutions must take to comply with their disclosure obligations.

    1. “The institution must determine whether the request seeks education records or personally identifiable information contained therein.”

    Institutions must be prepared to “explain why and substantiate with documentary evidence, if available, that the student-employee is employed as a result of their status as a student to the union,” as opposed to a traditional employee whose records are not protected by FERPA. The memo specifies that, if the union’s request includes some documents not covered by FERPA, the employer must provide those documents to the union “without delay, even if FERPA applies to other parts of the request.”

    1. “If a request seeks information protected by FERPA, the institution must offer a reasonable accommodation in a timely manner and bargain in good faith with the union toward a resolution of the matter.”

    The memo puts the burden to offer an alternative on the employer. The employer cannot “simply refuse to furnish the requested information,” but it must offer a “reasonable accommodation and bargain in good faith toward an agreement that addresses both parties’ interests.”

    1. “If the parties reach an agreement over an accommodation, the institution must abide by that agreement and furnish the records.”

    If an agreement is not reached, the memo specifies that the union can file an unfair labor practice charge against the institution. The memo then gives the NLRB the authority to find an appropriate accommodation “in light of the parties’ bargaining proposals.”

    Abruzzo also provided a “FERPA consent template” that she advocates institutions provide to student-employees during the onboarding process. The template, if signed by the student employee, “would permit an institution covered by FERPA to disclose to a union, consistent with FERPA, any employment-related records of a student that are relevant and reasonably necessary for each stage of the representation process.” Abruzzo argues the template would help “reduce delay and obviate the need to seek students’ consent at the time a union seeks to represent employees or submits an information request to carry out its representative functions.”

    CUPA-HR will keep members apprised of updates following this guidance and other updates from the NLRB.



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  • Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    Thank you to the Go Higher team for allowing me to write a blog and share my amazing experience on the Go Higher programme! By Gary Singh – ALL @ Liverpool Blog

    I am thrilled to share my heartfelt gratitude to the University of Liverpool for offering the Diploma for Go Higher Programme – a remarkable initiative designed to open doors and beacon of hope for those who, due to various reasons, have been unable to pursue their educational goals and have had to suppress their ambitions.

    My name is Gary Singh, and I want to share my journey with you, a journey that has been filled with challenges, resilience, and hope. In 2004, my plans to become a solicitor were shattered by the sudden passing of my father. I had to start working, and unfortunately, I faced exploitation by corrupt politicians in India, making it nearly impossible to chase my dreams. Every attempt to resume my education was met with rejection due to the gap in my studies. After seeking asylum in the UK, I reached out to the University of Liverpool, hoping to enroll in a degree program because of the plenty of time available to me. Unfortunately, again, I was told that the gap in my education prevented direct entry into a degree course. However, Go Higher Team introduced me to the Go Higher Diploma program, a pathway that would enable me to pursue a degree. This news reignited my optimism and belief that I could achieve my dream of becoming a solicitor to serve society, just as I had hoped for as a teenager.

    I was fortunate enough to receive scholarships from the University of Liverpool, which were specifically designed for destitute students like myself, as I am not permitted to work as an asylum seeker. Even as a mature student, I found the friendly, multicultural atmosphere at the University of Liverpool very welcoming. My classmates, both younger and older, were incredibly supportive. Despite English being my second language and the initial challenge of understanding new accents, I can comprehend about 80% of my tutor’s lectures and make up the rest by utilizing lecture slides and class recordings available on the Canvas site. I started my first assignment with marks well above passing, and with unimaginable support from my tutors, I received an A grade on my last assignment. The dedication of my mentors—James Bainbridge, David Ellis, Barbara Milne, Julia, Sharon Connor, Darryn Nyatanga, Claire Jones, Stephen Kearns, Debbie Hart, and Matthew—along with additional English classes by Will, has been invaluable.

    I have encountered challenges on the path to success, but determination and hard work have allowed me to conquer every obstacle. On the day of the Go Higher celebration, something incredible occurred. I was honored with a personal achievement award, which came as a pleasant surprise. Furthermore, I was accepted into the Law with Business program at the University of Liverpool. This achievement has filled me with excitement and hope as I strive to complete my degree and make a positive impact on society. My aspiration is to become so capable and competent that I can assist those in need.

    Go Higher education means more to me than just personal advancement; it’s a way to think critically for the betterment of society and individuals. Through my Go higher studies, I learned to see society from a different perspective and took the first step toward progress in civilized society. My message to everyone is this: Don’t let your ambitions die in your heart. Give it a try! If your intentions are good, you will find many opportunities, mentors, and friends who are ready to help you. Believe in yourself and take the first step. The journey may be challenging, but the rewards are immeasurable.

    Thank you,

    Gary

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  • ALP 2024: Higher Ed Challenges, HR Opportunities, and a Side of Kansas City BBQ – CUPA-HR

    ALP 2024: Higher Ed Challenges, HR Opportunities, and a Side of Kansas City BBQ – CUPA-HR

    by CUPA-HR | July 31, 2024

    The road home may have been a bit bumpy (thanks, CrowdStrike), but the two days CUPA-HR leaders spent in Kansas City at the annual Association Leadership Program (ALP) were packed with opportunities to smooth the way for higher ed HR in the year ahead.

    On July 18-19, leaders from CUPA-HR’s national, region and chapter boards; cohorts from the Ignite and Emerging CUPA-HR Leaders programs; team members from the CUPA-HR national office; and key corporate partners gathered to discuss higher ed HR challenges, share successes, learn from one another, and build relationships. Here are some of the takeaways from this year’s event:

    • To be relevant and effective, higher education HR leaders must partner with their presidents and other campus leaders to connect their work to the institution’s mission and priorities and to understand current and emerging challenges for higher education.
    • CUPA-HR chapters are knocking it out of the park when it comes to creating information-packed programs to support higher ed HR professionals at the local level.
    • The key to creating and sustaining inclusive campus communities is to focus on processes, policies, and learning opportunities that mitigate bias and promote belonging and civil discourse for all. CUPA-HR resources are available to support this work!
    • Gender gaps in leadership positions persist. To expand the pipeline for leadership positions to include more women, start by reviewing promotion processes and criteria to mitigate bias and by training decision makers to recognize bias.
    • CUPA-HR higher ed workforce data is second to none, and the Research Center is an excellent source of high-level data to support workforce planning.
    • To promote civility and build authentic relationships in the workplace, speaker Alonzo Kelly emphasized the importance of:
      • Entering conversations with humility
      • Keeping in mind that your information may not be wrong, but may be incomplete
      • Being direct and kind
    • “A mistake repeated is a decision.”
    • CUPA-HR leaders lead because they are drawn to service, they are lifelong learners, and they value the friendships they’ve formed and the support they receive from the CUPA-HR community.
    • Roamin' Robyn paper doll standing by a fountain in a Kansas City ParkYou can take CUPA-HR with you wherever you go — especially if you have a Roamin’ Robyn to keep you company. Think “Flat Stanley,” but featuring CUPA-HR’s board chair, Robyn Salvo! (Thanks to Joanne Santarelli for the awesome photo!)

    Interested in Taking Your Professional Development Further?

    CUPA-HR’s volunteer leaders have committed to advancing the profession and the mission of CUPA-HR. They understand the complexities of higher ed HR, and they want to enhance the knowledge and skills they need to lead their institutions into the future.

    Are you ready to take that next step in developing your leadership skills, shaping the profession, and gaining one-of-a-kind access to successful practices and HR professionals from across the country? Then CUPA-HR leadership — in a chapter, at the region level, or even on the national board of directors — might be right for you. Learn more about how you can get involved.



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  • Data Show Women and People of Color Have Lower Representation Among the Highest-Paying Higher Ed Professional Jobs – CUPA-HR

    Data Show Women and People of Color Have Lower Representation Among the Highest-Paying Higher Ed Professional Jobs – CUPA-HR

    by CUPA-HR | July 17, 2024

    New research from CUPA-HR on the state of the professional workforce in higher education shows that women and people of color are not only being paid less than White men in the same position, but also are less likely to hold higher-paying positions.

    CUPA-HR’s research team analyzed data from the Professionals in Higher Education Survey, a comprehensive data source that collects salary and demographic data on more than 293,000 professionals in 409 positions from approximately 985 higher ed institutions, to evaluate representation and pay equity for women and professionals of color from 2016-17 to 2023-24.

    The Findings

    Women and people of color have lower representation among the highest-paying professional jobs. Women and people of color have lower representation among six-figure (i.e., paid more than $100,000) jobs in comparison to all other professional jobs. White men held 40% of six-figure jobs but held 28% of jobs paying less than $100,000.

    Pay equity has improved slightly for women over the past eight years, but women of most races/ethnicities are still paid less than White men. Except for Asian women, women of all other examined races/ethnicities were paid less than White men in 2023-24.

    Over the past eight years, the representation of people of color increased among higher ed professionals; the increase in the representation of women of color was more than double the increase in the representation of men of color. The representation of people of color increased from 22% of professionals in 2016-17 to 26% of professionals in 2023-24. During this time, women of color had more than two times the increase in their representation than did men of color (26% increase for women versus 10% increase for men).

    Older women experience greater pay gaps than younger women. Women over age 42 had larger pay gaps relative to White men than did women age 42 or younger.

    Explore the interactive graphics and read the full report, The Higher Ed Professional Workforce: Composition and Pay Equity by Gender and Race/Ethnicity From 2016-17 to 2023-24.



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  • Template: The Top Metacognitive Strategies for Higher Ed

    Template: The Top Metacognitive Strategies for Higher Ed

    Metacognition plays a critical role in the education process. The concept itself amounts to ‘thinking about thinking.’ When students learn through metacognitive activities before, during and after class, their grades or scores often improve. The reason? Self-awareness, reflection and critical thinking lead to more engagement in the classroom. As such, metacognition is one of the most important strategies that instructors, particularly college-level instructors, can use to help their students succeed.

    Table of contents

    1. Why is metacognition important?
    2. Examples of metacognitive strategies
    3. The value of metacognition in post-secondary courses
    4. 8 metacognitive strategies to use in college classes
    5. Metacognition in the college classroom

    Why is metacognition important?

    Metacognition, put plainly, is thinking about one’s thinking. It refers to the processes used to plan, monitor, analyze and assess one’s understanding and performance. In other words, metacognition in the classroom is the act of considering one’s own learning and thought processes to see if those processes produce results. When educators use metacognitive strategies, learning becomes more visible for students. In turn, students gain a better understanding of why a particular strategy will help them solve a problem. Here’s an example: after an assessment, ask your students to reflect on which of the study strategies they used were most effective to plan more strategically for their next assessment to ensure they meet their learning goals on their next assessment. 

    The word metacognition is an umbrella term: Thinking about and analyzing one’s own thinking and learning processes happen in a number of ways, each contributing to the development of metacognition skills. You could provide students with opportunities for reflection, encourage them to engage critically with course readings or provide real-world case studies to extend learning outside the classroom. Effective educators teach their students how to use a variety of methods to measure and critically reflect on their own learning experiences.

    Examples of metacognitive strategies

    Practicing metacognition can help students develop the essential skill of self-regulation. In turn, students will have a deeper sense of agency over their learning. Metacognitive strategies are usually categorized into four stages: You, Plan, Do and Review.

    • The ‘You’ stage is where students reflect on their prior knowledge on a topic
    • The ‘Plan’ stage is where students develop an action plan for completing a task and determine the metacognitive strategies they’ll use
    • The ‘Do’ stage is where students carry out a task and monitor their progress along the way
    • The ‘Review’ stage is where students reflect on their learning paths and identify areas to improve when taking on completing future activities

    Dr. Linda Nilson, Director Emeritus of Teaching Effectiveness and Innovation at Clemson University and author of Creating Self-Regulated Learners, highly encourages faculty to tap into metacognitive strategies in the classroom. Dr. Nilson suggests asking students the following questions to help them reflect upon their own learning process. Here’s how she recommends breaking things down:

    Planning before a task Monitoring during a task Evaluating after a task
    What do I already know about the topic? What material am I having trouble understanding? Can I see and organize the relationship between topics?
    What additional information, if any, will I need before completing this task? How does what I am learning relate to what I already know? What can I recall and what do I need to review?
    What are my weaknesses and how can I make up for them? How is my thinking on the topic changing? What questions do I need to bring to the next class?

    We’ve rounded up more metacognitive strategies to help students turn into conscious learners. Get access to our free template of self-regulation activities featuring Dr. Nilson’s ideas to deepen learning. Simply sign into Top Hat or create your account today.

    The value of metacognition in post-secondary courses

    Through metacognitive learning strategies, students don’t just consider how they’re learning—they actually learn to identify their own strengths and weaknesses. This allows them to shore up areas where they feel confident and work more effectively on where they may need to focus future learning efforts.

    It is critical for college students to understand how to use metacognitive activities to further their understanding of coursework. Students in higher ed are expected to be able to formulate independent thoughts about the subjects they’re studying. Metacognition is the first step to making this happen. Once students know what they’re thinking about a particular subject, they can make connections between their prior knowledge and the new course concepts they’re learning.

    Metacognition also helps students develop a critical eye. According to Vanderbilt University, students who lack metacognition skills may lack the ability to discern the truth of what they see and hear every day—which is crucial as today’s students have more access to information than ever before. As such, the development of metacognitive skills also contributes to the growth of critical judgment skills. For this reason, it’s essential that college instructors give students plenty of opportunities to work on activities to develop metacognitive thinking. It isn’t an exaggeration to say that, for students, learning how to think is just as if not more important than the subjects they’re learning. That’s because developing metacognitive awareness can be useful for students across disciplines and beyond.

    When students get a grasp on how to use metacognitive processes, they learn how they learn, and that’s a skill that transfers not only to other classes but to life outside of academia. Once students graduate, knowing how to learn is an immensely useful skill to have. This helps students become more effective learners and obtain new skills more easily, which can help meet academic, personal and professional goals.

    Such practices can ultimately help students better master their lives. Students who know how to think about their own thoughts can answer questions like: What does my best life look like? Or what makes me feel good about myself? 

    8 metacognition strategies to use in college classes 

    The following eight examples offer instructors some teaching strategies and tools for employing metacognitive activities in the classroom. Each exercise is designed to allow students to think about their thinking in some way.

    It’s important for instructors to remember that activities designed to promote metacognitive knowledge should be used regularly in the classroom. Sporadic use of these exercises doesn’t promote the intellectual growth that college-level students need in order to succeed in their advanced studies.

    1. Let students know the purpose of in-class questions

    Part of getting students on board with the process of metacognition is to help them identify when they are thinking about their thinking. If an instructor is using questions designed to elicit specific outcomes, then it’s helpful for that instructor to point out when those types of questions are being used as a form of explicit instruction. One obvious place to point out the possible use of such questions is in the syllabus.

    In other words, if questions are designed to encourage students to think about their own thinking and to spark more engaged discussions, then that should be explicitly acknowledged early on.

    2. Consider facilitating a diagnostic assessment

    This recommendation goes hand-in-hand with point one above. At the outset of a college course, it is often a good idea for the instructor to test students on their knowledge of a given topic.

    A set of ten to 20 questions about the subject gives the instructor an at-a-glance look at what students know at the beginning of the semester. The information from these quizzes can later be compared to student answers at the end of the semester. This helps instructors and students measure growth.

    It’s important to let students know that this isn’t graded. Its purpose is to give them and the instructor some information about students’ knowledge of the subject at the beginning of the course. This allows everyone to consider their position and to plan their studies accordingly. For some instructors, this method works so well that they regularly incorporate a version of it into their class instruction, even weekly in some cases.

    These exercises don’t have to be a point of stress for instructors, however. Platforms like Top Hat have exercises and learning tasks, such as quizzes and polls, to help students think about their thinking and keep them engaged in their classwork. These types of exercises also allow students to test their thinking and review their learning strategies in real-time because these platforms can grade student responses immediately.

    3. Get into the habit of thinking out loud

    Many instructors forget that there was a time when they sat in their students’ chairs—when they had their own way of processing the information they were learning.

    One way teachers can invite their students into the metacognitive mindset is by thinking out loud in class. It may sound simplistic, but when people think out loud, they’re processing their thoughts about a topic. Instructors who do this in front of students demonstrate metacognition in action.

    4. Assign a muddiest point essay

    Writing is another example of metacognitive abilities in action. It encourages students to think about what they’re learning and how they’re thinking about it. 

    In this exercise, the instructor asks the students to either write a short essay or come up with a bulleted list of the main points of the lecture. The instructor can assign this at the end of a class period, giving students ten to 15 minutes to write.

    The idea behind this exercise is to help teachers know where students are still having trouble with the material. Once this information is gleaned, these weak points can be addressed in the next class period.

    Even if the instructor doesn’t have them write about the muddiest point, regular writing exercises teach students to think about what they’re thinking.

    5. Leave plenty of time for class discussion

    Speaking and listening activities also give students opportunities to think about their thought processes. As a bonus, students get to learn about the thought processes of others. Classroom discussions promote student engagement. This makes learning more interesting. More interesting learning is a recipe for learning that’s also understood and remembered.

    Additionally, the instructor can go a step further by asking students to lead the instruction. For example, the professor can break the topic down into smaller subjects and assign each smaller topic to a student in the class. Students can then lead the discussion, either in front of the whole class or in smaller groups.

    6. Post-class self-assessments

    There is a reason why so many institutions do end-of-year evaluations. They give educators valuable feedback on student learning.

    The same principle applies to asking students to create a self-assessment at the end of a course. They can talk about what they thought was true about the subject compared to what they know to be true now. If the instructor has assigned them journal work, then this assessment can go in the journal.

    7. Reflective journaling

    Reflective journaling exercises provide students with a forum to monitor their own thinking and their own learning processes. Following a challenging lecture, encourage students to consider which course concepts they are comfortable with and where they could benefit from further review. This can help them plan their future studies or prompt them to reach out to an instructor or TA for extra help.

    Self-reflection exercises can also be used following a summative assessment, like a test or exam. Prompt students to respond to questions like: “What about my exam preparation worked well that I should remember to do next time?” or “What did not work so well that I should not do next time or that I should change?”

    8. Model metacognitive thinking

    To develop a classroom environment rooted in metacognition, consider modeling these practices for your students. By being transparent about how you navigate new developments in your field, tackle complex concepts and relate course content to the world outside your classroom, you show students that metacognition is a lifelong process. 

    Metacognition in the college classroom

    Metacognitive activities seem relatively simple in practice. That’s why it may be easy for instructors and students to overlook how powerful they can be. Activities like quizzes, discussions and real-world case studies all help develop metacognitive skills. Essentially, students can use these activities to examine their thinking processes, including how they learn the materials in class.

    However, despite being straightforward to use in your course, the application of metacognitive activities has far-reaching implications that go beyond the confines of successful learning in the classroom. They enable students to make the best use of their lives and to develop good judgment. Once students graduate from their studies, the activities that they have done to develop their metacognition skills are useful on the job and off.

    Instructors who wish to use metacognitive activities in the classroom have a full toolbox of activities at their disposal. These activities can be as simple as doing frequent quizzes using active learning platforms like Top Hat.

    These activities can also be more involved. They can include lively classroom discussions that are designed to get students engaged in their coursework or even regular journaling activities that students can do throughout the semester.

    Finally, it is important for instructors to demonstrate to their students what this type of critical thinking and problem-solving looks like. When they do, they model the proper behavior for students. In this way, students learn to identify critical thinking in action and to mimic it until they fully grasp what it means to employ metacognition in the classroom and out.

    → Free Template: Get Linda Nilson’s recommended self-regulation activities

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  • 9 Pedagogical Approaches for Higher Ed Explained [Plus: 40+ Free Strategies to Implement in Your Classroom]

    9 Pedagogical Approaches for Higher Ed Explained [Plus: 40+ Free Strategies to Implement in Your Classroom]

    This article will provide you with an understanding of what ‘pedagogy’ is, why it’s important for every classroom and how pedagogy has been evolving to take 21st-century skills and learning into account.

    You’ll learn about the different aspects of pedagogy, as well as some common pedagogical knowledge and approaches. Examples for each will provide greater insight into how you can apply different pedagogical teaching styles to your own classroom.

    With tips on creating your own pedagogy, including taking into account how digital technology and online and collaborative work are changing teaching, you’ll understand why and how having a clear and concise pedagogy can support your curriculum. 

    There are countless pedagogies that can work for your course. Download our free guide, which highlights and explains 9 different pedagogical approaches and how they can be used to keep your students motivated and engaged.

    Table of Contents

    1.0. What is pedagogy?

    1.1. Why is pedagogy important?

    1.2. How do you say ‘pedagogy’?

    2.0. Different types of pedagogy

    2.1. What is constructivist pedagogy?

    2.2. What is inquiry-based learning?

    2.3. What is the Socratic method?

    2.4. What is problem-based learning

    2.5. What is collaborative learning?

    2.6. What is integrative pedagogy?

    2.7. What is reflective pedagogy?

    2.8. What is critical pedagogy?

    2.9. What is culturally responsive teaching?

    3.0. Creating your own pedagogy

    3.1. How can pedagogy support your curriculum?

    3.2. How does pedagogy impact the learner?

    4.0. How is pedagogy changing?

    4.1. Online learning

    4.2. Personalizing pedagogies

    5.0. Conclusion

    Pedagogy is often confused with curriculum. The definition of pedagogy refers to how we teach—the theory and practice of educating. Curriculum refers to the material being taught. Pedagogy, meaning the relationship between learning techniques and culture, is determined based on an educator’s beliefs about how learning takes place. Pedagogy requires meaningful classroom interactions between educators and learners. The goal is to help students build on prior learning and develop skills and attitudes. For educators, the aim is to present the curriculum in a way that is relevant to student needs.

    Shaped by the educator’s own experiences, pedagogy must take into consideration the context in which learning takes place, and with whom. It isn’t about the materials used, but the process and the strategy adopted to lead to the achievement of meaningful cognitive learning.

    In a literal sense, the word pedagogy stems from the Greek word that effectively means “the art of teaching children.” More specifically, agogos means leader in Greek, and pedagogue refers to the teacher. Paidagogos were slaves tasked with taking boys to school and back, teaching them manners and tutoring them.

    Pedagogy vs. Andragogy

    Pedagogy is the teaching of children or dependent personalities. This means that it is up to the instructor to determine how, what and when course concepts are learned. Andragogy is the facilitation of learning for adults, who are self-directed learners. Adults are primarily driven by intrinsic motivation and can solve complex problems relying on past experiences. This must be taken into account in order to best support them in retaining new ideas, learning new ways of problem-solving, and strengthening independent thinking.

    1.1. Why is pedagogy important?

    Having a well-thought-out pedagogy can improve the quality of your teaching and the way students learn, helping them gain a deeper grasp of fundamental material. Being mindful of the way you teach can help you better understand how to help students achieve deeper learning. And it can, in turn, impact student perception, resulting in cooperative learning environments. The proper pedagogical approach helps students move beyond simple forms of thinking as defined in the Bloom’s taxonomy pyramid, like basic memorization and comprehension, to complex learning processes like analysis, evaluation, and creation. Students can leverage their preferred learning styles with a teaching process that supports them, and the way they like to learn.

    1.2. How do you say ‘pedagogy’?

    Pedagogy is pronounced differently in various countries. The International Phonetic Alphabet pronunciation is ˈpɛdəˌɡoʊdʒi/ /ˈpɛdəˌɡɑdʒi/. In both the U.K. and U.S., it’s often pronounced “ped-a-gaug-gee” (as in “geese”) though some use the “j” sound and pronounce it “paidag-o-jee” (as in the seventh letter of the alphabet, “g”.)

    Others, particularly in the U.K., say “pe-de-gaw-jee,” with more of an “ugh” sound in the middle, and replace the “go” sound with “gaw.” The Merriam-Webster dictionary suggests it should be “pe-de-go-je” (or ga).

    2. Pedagogical strategies

    There are countless pedagogies that can help you engage students. By implementing activities from different pedagogical techniques in your classroom, you’ll ensure students can tackle learning in a way that best meets their needs. Here, we outline nine pedagogical approaches that help students develop higher-order thinking skills and provide a more nuanced understanding of how their learnings fit into the world around them.

    2.1. What is constructivist pedagogy?

    Constructivist teaching strategies help students understand the meaning of their learning materials, instead of just passively ingesting content. Rather than focusing on the subject or lesson being taught, educators are encouraged to focus on how the student learns. 

    An example of a constructivist pedagogical practice:

    KWL(H) Charts are a great way to get an overview of student progress throughout the term. After finishing a unit or series of lessons, have learners fill out a chart with the following fields: What we know, What we want to know, What we have learned, How we know it.

    2.2. What is inquiry-based learning?

    Inquiry-based learning encourages students to ask questions and complete research while learning various concepts. The pedagogy focuses on helping learners acquire the skills necessary to develop their own ideas, as well as question themselves and group members in a constructive way. The four steps of inquiry-based learning are:

    • Developing problem statements that require students to pitch their question using a constructed response, further inquiry and citation.
    • Researching the topic using time in class where the instructor can guide students in their learnings
    • Presenting what they’ve learned to their peers or to a small group
    • Asking students to reflect on what worked about the process and what didn’t. Students focus on how they learned in addition to what they learned, to activate metacognition skills (or thinking about thinking).

    An example of inquiry-based learning: One way to incorporate inquiry-based learning in your classroom is through oral history projects. Ask students to research the personal histories of an individual of their choice, conduct interviews with the person (if possible) and create a presentation that includes artifacts, a feature article, a personal memoir and a photograph.

    2.3. What is the Socratic method?

    The Socratic method is a traditional pedagogy named after Greek philosopher Socrates, who taught students by asking a series of questions. The principle underlying the Socratic method is that students learn through the use of critical thinking, reason and logic. 

    An example of Socratic learning:

    To implement Socratic learning strategies in your classroom, arrange students in inner and outer circles. The inner circle engages in discussion, while the outer circle observes and takes notes. The outer circle then shares their observations and questions the inner circle with guidance from the instructor. The Socratic Method is one of many tools that professors at the University of Chicago Law School use to help theirstudents become lawyers. Elizabeth Garrett writes that “The Socratic Method provides all students greater confidence about talking to large groups, allows them to develop the ability to argue forcefully and persuasively, and teaches them to think critically. “

    2.4. What is problem-based learning?

    In problem-based learning, students acquire knowledge by devising a solution to a real-world problem. As they do, they acquire knowledge, as well as communication and collaboration skills.

    An example of problem-based learning pedagogical practice:

    Concept mapping is an engaging activity that helps students tackle complex course concepts. Divide the class into teams and present them with a course-related problem. One team member writes down a solution and passes the sheets of paper along to the next team member, who builds upon that idea and then passes it along to the rest of the team. In the end, a spokesperson can present their ultimate solution. In a study monitoring the learning of students in an Engineering course, the research found that participants’ learning gains from problem-based learning were two times their gains from a traditional lecture.

    2.5 What is collaborative pedagogy?

    Collaborative pedagogy rejects the notion that students can think, learn and write effectively in isolation. Collaborative pedagogy is a learner-centered strategy that strives to maximize critical thinking, learning and writing skills through peer-to-peer interaction and interpersonal engagement.

    An example of collaborative pedagogical practice:

    Set up stations or posters in a few locations around the classroom and get students to participate in a gallery walk. Divide students into small groups and have them rotate between each station together sorting their observations into categories. Finally, ask them to write down a list of questions about the source material they are viewing.

    2.6. What is integrative pedagogy?

    Integrative learning is the process of making connections between concepts and experiences so that information and skills can be applied to novel and complex issues or challenges.

    An example of integrative pedagogical practice:

    Hands-on learning experiences, like community service, are a great way to bring integrative pedagogy into the classroom. Holding fundraisers, volunteering at local schools or eldercare homes or preparing meals for those experiencing food insecurity are forms of experiential learning that can help students take part in community service activities, like volunteering at food kitchens, tutoring children in local schools, or working in local prisons and detention centers to help with literacy skills, like Queen’s Students for Literacy.

    2.7. What is reflective pedagogy?

    Reflective pedagogy encourages the instructor to reflect upon lessons, projects and assessments, with the goal of improving them for future use. Students are also encouraged to reflect on their performance on assessments and look for areas where they can improve.

    An example of reflective pedagogy:

    Conversation stations are a great way for students to engage with their peers and reflect on their own learnings. Instructors start by sharing a list of discussion questions pertaining to a course reading, video or case study. Students are put into groups and given five-to-ten minutes to discuss, before rotating to another group. The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. Similarly, reflective pedagogy is useful when used as a complement to placement-based internships. These pedagogical strategies allow students to understand what they have learned and experienced on a deeper level.

    2.8. What is critical pedagogy?

    Critical pedagogy asserts that issues of social justice and democracy are not distinct from acts of teaching and learning. It is a theory and practice that helps students question and challenge prevalent beliefs and practices—and achieve critical consciousness.

    An example of critical pedagogy:

    Flipped classroom strategies aim to increase student engagement and learning by having students complete readings at home and then work on live problem-solving during class time. These strategies allow instructors to orient their teaching to be knowledge-based, focusing on the development of critical thinking skills and understanding what it means to create a just society.

    2.9. What is culturally responsive teaching?

    Culturally responsive teaching is a more modern pedagogy that acknowledges, responds to and celebrates fundamental cultures. It strives to offer equitable access to education for students from all cultures.

    An example of culturally responsive teaching:

    Use learning stations in your classroom to accommodate a variety of student learning styles at the same time. Whether due to culture, socialization, preference or learning needs, students respond differently to a variety of content. You can provide a range of material to each student by setting up learning stations where students can play a game or watch a video.

    3. Creating your own pedagogy

    To create your own pedagogy, start by forming a personal philosophy of teaching statement. This is a crucial step in the profession of teaching. This helps students manage their expectations about your teaching methods and better approach your curriculum. Critically, make sure to support students in finding the best ways to understand the subject matter and encourage engaging discussions in the classroom.

    It’s also important to be mindful of the different educational experiences students have and their preferred methods of participation, as well as their personal experiences and backgrounds. That might include monitoring for cues like wait time between talking in a conversation, eye contact or using written forms of communication, like discussion threads. You can use real-world experiences to demonstrate abstract concepts, and link them back to everyday experiences to which students can relate. Followed by activities that are purpose-built to involve students, this helps learners break down course concepts in their own ways.

    3.1. How can pedagogy support your curriculum?

    Pedagogy can allow students to gain a deeper understanding of subject matter and can help them apply their learnings to their own personal experiences outside the classroom. Teachers can work together with students to come up with the best way for subject matter to be studied.

    Once you’ve created your own pedagogy in higher education, you can then develop course material and activities that are challenging for students. This will assist them in cognitive development, ensuring that they advance their understanding of concepts to higher levels.

    With a clear understanding of your pedagogy, students can follow your instruction and feedback clearly. They know what they need to do and how to do it, and can respond in kind. This encourages engaging dialogue between educators and students, as well as among students themselves—that’s because everyone shares ideas, questions, and knowledge to explore concepts and deepen their knowledge.

    3.2. How does pedagogy impact the learner?

    With a clear and concise understanding of pedagogy, everyone is on the same page. Students can comfortably share ideas and understand how curriculum will be approached and what’s expected of them. 

    Students expand their knowledge base, but also understand how to use their learnings in authentic and relevant real-world contexts. They can draw on their own cultural knowledge as well to come up with unique and personalized thoughts and opinions. Concrete evidence, facts and data, are combined with the exploration of cultural differences of others to further expand knowledge. This allows students to reflect on new concepts and open their minds to different approaches.

    Through your pedagogical strategies, students can also learn what approaches work best for them: Which learning activities and learning styles they tend to gravitate towards—and how to develop concepts and build mental models to further their learning—are all important elements to consider. Overall, active learning makes student engagement rise. Students get to participate in personalized teaching strategies, rather than be mere spectators in the classroom.

    4. How is pedagogy changing?

    Pedagogy has been evolving to better support 21st-century skills and ideas. The traditional classroom lecture is no longer as effective as it once was. Teaching has expanded to include new forms of learning, like interactive and collaborative projects and online and remote curricula, and to accommodate more flexible schedules.

    Real-world scenarios and cultural differences are being taken into account, affording students new ways to acquire, construct and organize their learning. Pedagogy is shifting focus beyond basic memorization and application of simple procedures to aiding students in higher-order learning, including critical thinking skills, effective communication, and greater autonomy.

    4.1. Online learning

    Online learning has become a significant part of higher education. Any modern pedagogy must account for students finding, analyzing and applying knowledge from a growing number of online tools, platforms and sources. Higher-order skills, like critical thinking and the ability to learn more independently, as well as in larger groups, are essential for engaging in online learning in a meaningful way.

    Students must be comfortable using technology to help them learn, and to access, share, and create useful information and gain better fluency in a subject. Educators, in turn, can use technology to enhance course materials and further support their pedagogies through blended learning that combines classrooms with online teaching, flipped classrooms that provide materials students can access after class, like videos, lecture notes, quizzes, and further readings, and overall wider access to sources and experts online.

    They can integrate new forms of technology to teach, like videos, animations, and simulations through sources like YouTube channels, podcasts and clickers. Digital textbooks can incorporate content like video and audio clips, animations, and rich graphics that students can access and annotate. All of this content enhances the experience for students, and particularly benefits students who are struggling. It can also reduce spending since students have plenty of valuable, real-time updated information at their fingertips for free.

    4.2. Personalizing pedagogies

    It’s critical that what you’re teaching students is relevant and meaningful, and personalized to their experiences. The increase in non-formal, self-directed learning methods means that students have more access to information than ever before. It makes it easier for educators to track their learning through digital activities. But it also requires more attention in guiding them to the right sources, adjusting lecture content and adopting approaches purpose-built for engagement and collaboration.

    In many innovative pedagogies, there’s a power shared between educator and student. Students learn more independently, instead of following a set course of lectures and textbooks from an instructor. In many cases, students thrive in self-directed learning methods, while educators can use lecture time more effectively for discussion and collaborative work.

    The educator, then, becomes a critical guide and assessor for students, linking them to accepted sources of information and emphasizing the importance of accreditation. They are no longer the only source of information, delivered in chunks via lectures. And this requires an overhaul of the strategy towards how student learning is achieved, monitored and assessed.

    5. Conclusion

    Pedagogies are constantly evolving. You can develop your own, inspired by common ones and modified for 21st-century learning. A pedagogy must fit your audience, and focus on helping students develop an understanding of the material beyond basic memorization and surface knowledge. Students should be able to relate concepts back to the real world, and even their own lives.

    Every pedagogy is different. A good starting point is to create a philosophy of teaching statement that outlines your communication goals as an instructor, and how you plan to relate the work you do in the classroom to professional development once the student moves on to a career. Then, design classroom experiences around this philosophy, work with students to adapt methods to encourage positive responses and determine how you will evaluate and assess their performance. It’s also worth considering how you will integrate technology into lesson plans and classwork, as well as promote inclusivity.

    Taking all of this into consideration makes for a great recipe for a successful pedagogical approach. The more aware you are of the way you are teaching, the better you’ll understand what works best for your students.

    Download the free guide: 9 Pedagogical Approaches—and How to Use Them in Your Course

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  • Voluntary Turnover in the Higher Ed Workforce Is Trending Downward – CUPA-HR

    Voluntary Turnover in the Higher Ed Workforce Is Trending Downward – CUPA-HR

    by CUPA-HR | May 8, 2024

    The workforce retention challenges higher education has been experiencing post-pandemic might just be letting up. A recent trend analysis of turnover data collected in CUPA-HR’s annual higher education workforce surveys found that in 2023-24, voluntary turnover rates for faculty and staff trended downward for the first time in three years.

    CUPA-HR began collecting turnover data in 2017-18. In the three years prior to the pandemic, there was little variability year to year in voluntary turnover (voluntary separations not due to retirement), and in the year immediately following the pandemic’s onset (2020-21), there were slight dips in voluntary turnover for each category of staff and faculty, likely due to the economic uncertainty that characterized that year. However, voluntary turnover trended upward in 2021-22 and again in 2022-23, with the highest voluntary turnover occurring in 2022-23.

    The largest decline in voluntary turnover rates was for part-time non-exempt staff (down 6.4 percentage points, from 21.4% in 2022-23 to 15.0% in 2023-24). However, there were notable declines in voluntary turnover for full-time exempt staff and full-time non-exempt staff as well.

    Findings on Overall Current Turnover

    • In considering turnover from all types of separations (i.e., voluntary and involuntary), overall turnover of faculty and staff combined in 2023-24 was 14%. Turnover in 2023-24 was higher than pre-pandemic rates (approximately 12%), but lower than the 16% high of 2022-23.
    • In 2023-24, overall turnover was highest for part-time non-exempt staff (22%) and lowest for faculty (7% for tenure-track and 11% for non-tenure-track faculty).
    • Involuntary turnover rates were highest for full-time non-exempt staff (2.1%) and full-time exempt staff (1.4%). Retirement rates were highest for tenure-track faculty (2.2%) and full-time non-exempt staff (2.0%).

    Explore the Higher Ed Workforce Turnover interactive graphics.



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