Tag: Resources

  • UKRI has too many people telling it what to do without the resources to do what it’s told

    UKRI has too many people telling it what to do without the resources to do what it’s told

    UKRI has a massive job.

    As the National Audit Office’s (NAO) new report sets out in 2023–24 UKRI assessed close to 29,000 grant funding applications and spent £6bn on innovation grants. It featured in 105 policy papers across 13 ministerial departments in the last three years alone, and it has been seven years since the Department for Science, Innovation and Technology (DSIT) formally set out UKRI’s role and objectives.

    Scale

    The scale of UKRI’s work is so massive that according to its own estimates

    […] were it to receive a 2% budget increase each year for the following three financial years, its existing legal, statutory and political commitments would take up around 98% of its budget in 2025-26, 84% in 2026–27, and 74% in 2027–28. When also including investments that it considers critical, such as continuing to fund similar numbers of new doctoral students and similar levels of new curiosity-driven research, this would then take up around 103%, 101%, and 99% of its future budget, respectively, in those years

    The obvious question here is if UKRI has so much to do, if it is then compelled to do even more, how can it possibly change as government introduces new priorities. Whether it is moonshots, levelling up, supporting the industrial strategy, fuelling government missions, working with devolved authorities, or whatever comes next, UKRI’s funding is so committed it has little bandwidth to put its massive resources behind emerging government strategies.

    However, this assumes that UKRI has a clear idea of what it’s supposed to do in the first place.

    Roughly, UKRI has a corporate strategy which then informs its funding calls which institutions then bid for and through post award work UKRI then assures that the thing it set out to do is being done in some way. The NAO found that how government communicates its priorities to UKRI is a bewildering mix of things:

    ad hoc and routine meetings; board meetings; formal letters; key UK government strategies and mission statements; and spending review budgets. These are not consolidated or ranked, meaning that the government does not currently have an overall picture of what it is asking UKRI to do.

    It is therefore not surprising that in UKRI’s own strategy none of its formal objectives are “specific, measurable or time-bound, making it difficult to understand what outcome UKRI is seeking to achieve.”

    Priorities

    To the outside observer it would seem odd that UKRI doesn’t have a single ministerial letter with a single set of priorities which it can then pursue at the expense of everything else. Instead, in reading the NAO report it seems that UKRI has become the everything box where the entire hopes of a government are pinned, whether UKRI has the resources to achieve them or not.

    It’s easy to see how the research funding ecosystem becomes so complex. UKRI is an important part but it sits alongside the likes of ARIA, charitable organisations, national institutes, venture capital, businesses, and others. The bluntest assessment is that if the government is unable to specify a single set of aims for UKRI, UKRI then cannot measure outcomes as clearly as it would like – and even if it could there is little spare budget to pivot its work. The report makes clear that there is ongoing “prioritisation” to address this confusion – but this work will not conclude until after the spending review, by which point key decisions will already have been made.

    It’s not that UKRI is failing – by any reasonable assessment it is powering a world-leading research ecosystem, even with some deep cultural challenges – it’s that as NAO point out it is given a lot to do without all the tools to do it, and even when it can measure its work government priorities are liable to change anyway. The one thing that good research and innovation policy needs is time. The one thing every government has is little time to get anything done.

    It is even harder to assess whether its measurable things are good value on their own terms. NAO is interested in ensuring the public gets value for money in the things it funds. One of the challenges in assessing whether what UKRI does is good value for money is that outcomes from research and innovation funding are diffuse, happen on a long-time scale, and may even fail but in doing so moves the research ecosystem toward something that works in some hard to measure and adjacent way.

    Value

    Although not directly captured within the NAO report, assessing value for money within research and innovation also depends on which level it is assessed. For example, there may be investments in breakthrough science which return little direct economic benefits but expand the knowledge of a field in a way they one day might. There may be investments that achieve immediate economic benefits but have few long term economic benefits as new technologies become available.

    It is clear that UKRI would benefit from fewer directions and fewer priorities which would allow it to use its resources more efficiently and in turn measure its impact more easily. The problem is that government policy overtakes bureaucratic needs which in turn encourages policy churn.

    In lieu of being able to change the nature of politics part of the solution must lie in changing how UKRI works. The organisation is aware of this, and realises it needs a capacity which goes beyond adjusting the direction of its existing activities – rather, one that “incentivises applicants to put forward ideas that align with government objectives which can be quicker and more efficient than setting up new programmes.”

    The fundamental problem for policy makers is that they have collectively turned to UKRI with an enormous list of asks without the resources to achieve them. UKRI either needs clearer direction or more resources, or both, what it does not need is more asks without clear priorities.

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  • Strategies to help girls stay engaged in STEM learning

    Strategies to help girls stay engaged in STEM learning

    Key points:

    • When girls participate in STEM learning, the future is more inclusive
    • 5 practical ways to integrate AI into high school science
    • Linking STEM lessons to real-world applications
    • For more news on STEM learning, visit eSN’s STEM & STEAM hub

    Encouraging girls to engage in STEM is vital for fostering diversity, innovation, and equal opportunities in these fields. Women remain underrepresented in STEM degrees and in careers, often due to societal stereotypes, lack of representation, and limited access to resources.

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    Want to share a great resource? Let us know at submissions@eschoolmedia.com.

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  • How to incorporate real-world connections into any subject area

    How to incorporate real-world connections into any subject area

    Key points:

    In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

    As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

    Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

    As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

    Creating a foundation to build upon

    Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

    For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

    Interdisciplinary approaches

    Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

    For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

    Incorporating technology within classrooms

    In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

    We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

    Strategies for implementation

    1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

    2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

    3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

    4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

    5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

    References

    Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

    Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

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  • CASEL Becomes New Home for Engaging Schools Resources

    CASEL Becomes New Home for Engaging Schools Resources

    The Collaborative for Academic, Social, and Emotional Learning (CASEL) recently announced that it has become the new steward of Engaging Schools’ extensive body of educational resources. With Engaging Schools set to close in early 2025 after more than four decades of impact, CASEL will ensure the organization’s valuable tools, books, and frameworks remain available to educators worldwide.

    As part of this transition, CASEL is making these resources freely accessible to the public. Over time, CASEL will integrate elements of Engaging Schools’ work into several areas including the free Guide for Schoolwide SEL to further advance high-quality, evidence-based SEL implementation in schools and districts.

    “For more than 40 years, Engaging Schools has helped educators create safe and supportive learning environments where students thrive,” said Aaliyah A. Samuel, president and CEO of CASEL. “We are honored to carry forward their legacy by making these resources widely available and embedding them into our work to create school communities that prioritize academic, social, and emotional development.”

    Engaging Schools has long been recognized for its contributions to fostering inclusive school climates, strengthening restorative and equitable  discipline, and advancing engaging  teaching practices. 

    “We take immense pride in the lasting impact of Engaging Schools’ work,” said Larry Dieringer, Executive Director of Engaging Schools. “Though our organization’s chapter is closing, we are deeply grateful to CASEL for ensuring our resources continue to benefit educators and students for years to come.”

    For more than 30 years, CASEL has been a trusted leader in advancing SEL through research, practice, and policy. By integrating Engaging Schools’ resources into its offerings, CASEL reaffirms its commitment to supporting educators with the tools they need to create engaging, inclusive, and academically rich learning environments.

    To access Engaging Schools’ resources now available through CASEL, visit casel.org/engagingschools.

    Kevin Hogan
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  • 5 powerful ways to link STEM lessons to real-world applications

    5 powerful ways to link STEM lessons to real-world applications

    Key points:

    “Why are we learning this?”

    This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

    In my experience, teachers have two standard replies to this question:

    1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
    2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.

    Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

    If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

    Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

    The everyday enigma

    Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.  

    Interest intersect

    Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

    Get an expert

    Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.           

    Problem to progress

    Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.  

    Project-based learning

    Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

    By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

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  • Resources for Addressing Workplace Conflict

    Resources for Addressing Workplace Conflict

    by Christy Williams | March 5, 2025

    As your institution processes its response to recent executive orders and the reactions of employees and students across campus, increasing workplace tensions may make it more challenging for your HR team to maintain a positive and collaborative environment.

    These challenges are not novel for higher ed HR, but they can be used as a springboard to examine the approaches you’ve used in the past and reimagine how they should — or could — evolve now. So, how can we support each other in our collective need for respectful discourse and civil disagreement? Here are some valuable insights and resources to help you along the way.

    Develop Conflict-Savvy Leaders

    Conflict is an inevitable part of any workplace, and higher ed institutions are no exception. Erica Hines, chief human resources and personnel success officer at Community College of Aurora, recommends that rather than attempting to avoid conflict altogether, we recognize the importance of embracing conflict as an opportunity for growth. And creating a conflict-savvy culture like that begins at the top.

    It’s important for leaders not only to be prepared to address conflict, but also to model that behavior for everyone in your institution — administration, faculty, staff and students.

    As Hines details in her webinar, Developing Conflict-Savvy Leaders, when your institution’s leadership is prepared for conflict, a culture of trust can be built. When leaders are willing to face conflict head-on and focus on finding win-win solutions, fewer issues escalate.

    Train for Conflict Resolution

    It’s not enough, however, for only administration to be conflict-savvy and model civil conversations. Managers and employees should be provided with strategies for de-escalating workplace tensions.

    Tulane University’s conflict resolution program supports its employees with a variety of conflict resolution services, including consultations to learn about their program, coaching to help employees with specific challenges, mediation to help employees through a disagreement, and facilitated conversations led by a professionally trained specialist. Tulane’s HR team believes that “conflict can be a tool for positive change when employees have the resources to build upon their conflict competence.”

    Establish Clear Norms Around Communication and Feedback

    In the Developing Conflict-Savvy Leaders webinar, Erica Hines stresses that employees at all levels need to understand how to give and receive input in a constructive way. One norm she suggests is to use “I” or “my” when offering feedback. For example, “Here’s what I noticed…” or “Here’s what I felt when…” A norm you might establish for receiving feedback could focus on active listening, summarizing what you just heard, and then asking how you can reach a win-win solution. For example, “What would you prefer I do in that situation?” Or “What ideas do you have for managing this situation in the future?”

    When teams have a shared understanding of how to navigate difficult conversations, they can address issues proactively instead of letting them escalate. By integrating these practices into daily interactions, you can cultivate an environment where open dialogue and mutual respect thrive.

    Prioritize Professionalism and Civility

    Creating a culture of professionalism is the foundation of a kinder campus. As Jennifer Parker, assistant director of HR operations at the Colorado Community College System, highlights in her article, A Kinder Campus, professionalism is more than just following policies. Professionalism is how faculty, staff and administrators treat one another daily. Respect, integrity and ethical conduct should guide every interaction, ensuring that civility remains a cornerstone of your culture.

    Beyond professionalism, Parker emphasized the role of active listening and empathy in conflict resolution. When employees take the time to truly listen and seek to understand different perspectives, they’re not just resolving disputes — they’re “building bridges of trust.” Demonstrating empathy during difficult conversations helps diffuse tension and encourages constructive dialogue. When you prioritize professionalism, you create an environment where trust and collaboration flourish.

    From Conflict to Meaningful Conversations

    Addressing workplace conflict isn’t just about resolving disputes — it’s about creating an environment where open dialogue is encouraged, and employees feel heard and supported. Because of this, conflict resolution training shouldn’t be a one-time event, but an ongoing practice woven into workplace culture. While difficult conversations may never be easy, the more everyone practices, the more natural those conversations become. By setting clear expectations, proactively guiding discussions, and championing a culture of respect, you can help transform workplace tensions into opportunities for growth and collaboration.

    Related CUPA-HR Resources

    Developing Conflict-Savvy Leaders — This CUPA-HR webinar explores how HR can help leaders address conflict head-on, thus minimizing the need for HR intervention down the line.

    Ushering in the New Wave of Conflict Resolution: Tulane University’s Restorative Approach — This article details the launch of Tulane University’s conflict-resolution program.

    A Kinder Campus: Building an AI-Powered, Repeatable and Fun Civility Training Program — This magazine article outlines how the Colorado Community College System created a campaign to address incivility on their campuses.

    Civility in the Workplace Toolkit — This HR toolkit provides practical strategies for fostering respectful communications and managing workplace conflicts.

    Managing Difficult Conversations Toolkit — This HR toolkit provides basic strategies that can be widely used as starting points for many challenging conversations.

    Next Steps: A Practical Guide for Ensuring Access and Opportunity for All Employees — This CUPA-HR blog post offers considerations for ensuring that you are providing equal access and opportunity for all.

    Resilience and Psychological Safety: Navigating Uncertainty — This blog post explores how resilience and psychological safety can be particularly useful in times of change and uncertainty.



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  • Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    Counslr Launches in New Mexico and Illinois; Expands Footprint in New York to Increase Access to Mental Health Support

    NEW YORK, NY – Counslr, a leading B2B mental health and wellness platform, announced today that it has expanded its footprint into the State of New Mexico starting with a partnership with Vista Nueva High School, Aztec, NM; and into the State of Illinois starting with a partnership with Big Hollow School District, Ingleside, IL. These initial partnerships will empower students and staff to prioritize their mental health by enabling them to access unlimited wellness resources and live texting sessions with Counslr’s licensed and vetted mental health support professionals, who are available on-demand, 24/7/365. By increasing accessibility to Counslr’s round-the-clock support, Vista Nueva and Big Hollow aim to bridge gaps in mental health support for students and staff, enabling those who previously did not or could not access care, whether due to cost, inconvenience, or stigma, to receive the support they desire.

    1 in 6 youth suffer from a mental illness, but the majority do not receive mental health support due to substantial obstacles to care. Additionally, mental health is even a bigger challenge in rural America due to unique barriers, including fewer providers resulting in longer wait times or insufficient access to crucial mental health services. This resource scarcity underscores the urgency for additional resources and innovative solutions to bridge this critical gap in mental health care for school communities.

    “We are happy to be able to offer students another tool that they can use to support their mental well-being. Knowing that students have been able to speak with a professional outside of school hours helps us know this app was needed and is useful,” states Rebekah Deane, Professional School Counselor, Vista Nueva High School. “We hope this tool also assists students in learning how to navigate systems so that when they graduate high school they know these options exist and they can continue to seek out support when necessary.”

    As factors such as academic pressures, social media influence, burnout and world events contribute to heightened stress levels and mental health challenges, schools throughout the country are recognizing the growing need to offer more accessible resources and preventative mental health services to both students and staff.

    “Counslr provides an extremely easy-to-access platform for those who otherwise may not seek the help they need, and we are very excited to join Counslr in this partnership. We are all very well aware of the impact that technology has had on the mental health of our students and we feel that Counslr can meet our students in a setting they are comfortable with,” states Bob Gold, Big Hollow School District Superintendent. “Outside of our students, we are thrilled to be able to offer this service to the amazing adults who work with our students every day. There are so many families dealing with some sort of trauma, and the life of an educator is no different.  These adults tend to give so much of themselves to their students, so we strongly feel that our efforts here to join with Counslr is our way of providing an opportunity for our educators to focus on their own mental health.”

    In addition to the geographic expansion,Counslr has also expanded its existing footprint in states like New York, most recently partnering with the Silver Creek Central School District to support its students and staff.  

    “We know mental health needs are on the rise, for students and adults.  To me, Counslr is a resource our students and staff both deserve,” states Dr. Katie Ralston, Superintendent, Silver Creek Central. “In the beginning stages at Silver Creek Central, it has proven to be an asset, as it offers access to everyone on the spot, any day, for any situation.”

    “Supporting diverse populations of students and faculty across the country clearly illustrates that mental health knows no boundaries,” said Josh Liss, Counslr CEO. Adding that, “With 86% of Counslr’s users being first-time care seekers, we strive to reach these silent sufferers who need help, but do not or cannot access it, no matter where they are located.”

    ABOUT COUNSLR

    Counslr is a text-based mental health support application that provides unlimited access to robust wellness resources and live texting sessions with licensed professionals, 24/7/365. Users can access support on-demand within two minutes of opening the app, or by scheduled appointment. Through real-time texting, users enjoy one-on-one, private communication with a licensed counselor that can be conducted anytime, anywhere. Counslr was designed to help individuals deal with life’s day-to-day issues, empowering individuals to address concerns while they are “small” to help ensure that they stay “small”. Counslr partners with organizations of all shapes and sizes (companies, unions, nonprofits, universities/colleges, high schools, etc) so that these entities can provide Counslr’s services to their employees/members/students at no direct cost. For more information, please visit www.counslr.com.

    eSchool News Staff
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  • Revolutionizing storytelling with AI: Empowering ELLs

    Revolutionizing storytelling with AI: Empowering ELLs

    Key points:

    Imagine this: You assign your students a writing prompt, and while some eagerly begin crafting their stories, others stare at the blank page, muttering, “I have nothing to write,” or “I can’t think of a story.” For English Language Learners (ELLs), this scenario is even more daunting due to limited vocabulary or fear of making mistakes. In fact, studies show that a lack of confidence and linguistic resources often prevents ELLs from fully engaging in creative writing, despite their rich cultural and personal experiences.

    As educators, we constantly seek ways to help students overcome these barriers. Enter artificial intelligence (AI)–a powerful tool that transforms storytelling into an accessible and engaging experience for every student. By integrating AI into storytelling, we can empower students to generate ideas, build confidence, and create compelling narratives, all while developing their language skills.

    Getting started: Using AI to spark creativity

    A simple and engaging way to introduce AI in storytelling is by using a writing prompt and generating an example story opening with ChatGPT. For instance, you might ask: “Write the opening to a mysterious story about an abandoned lighthouse.”

    ChatGPT could respond: “The wind howled through the cracks of the abandoned lighthouse, carrying whispers of secrets long forgotten. The light, extinguished for decades, seemed to flicker faintly as if trying to tell a story no one had yet heard.”

    Students can take this opening and continue the story in their own words, expanding the scene, introducing new characters, or creating a plot twist. This method not only sparks creativity but also provides ELLs with a scaffold, building their confidence to dive into storytelling.

    To bring their stories to life, students can use AI image generators like DALL-E or tools like Canva to create visuals matching their narratives. For example, they could create an eerie image of the abandoned lighthouse with flickering light and stormy skies. This connection between words and visuals reinforces comprehension and engages students in the storytelling process.

    The final step is sharing stories and visuals with the class. Presenting their work allows students to practice speaking, gain confidence, and showcase their creativity.

    How AI enhances storytelling

    AI tools offer unique opportunities to support ELLs in their storytelling journey. When
    students struggle to come up with ideas, tools like ChatGPT can provide engaging prompts and vivid descriptions to spark creativity. For example, a student might request a description of a magical forest and receive a response like: “A forest bathed in golden sunlight, where trees tower like ancient guardians and the air shimmers with tiny, glowing orbs.” Such detailed imagery can inspire students to dive into their stories with greater confidence.

    In addition to idea generation, AI tools help expand students’ vocabulary. ELLs can use AI to explore synonyms or alternative ways to describe scenes, enriching their language repertoire.

    For instance, if a student wants to avoid repeating the word “beautiful,” the AI might suggest options like “stunning,” “captivating,” or “breathtaking,” enabling more nuanced and expressive writing.

    Visual storytelling is another area where AI shines. Tools like DALL-E or Adobe Express allow students to create images that align with their narratives, making their stories come to life. For example, a student writing about a mysterious glowing orb could generate a corresponding image, blending creative thinking with visual artistry.

    Once students have drafted their stories, AI-based writing assistants like Grammarly can help refine their grammar, spelling, and sentence structure. This process encourages independence and self-correction, teaching students to identify and address their mistakes while improving the overall clarity and polish of their work.

    Interactive platforms like Twine take storytelling to a new level by enabling students to create “choose your own adventure” narratives. For example, students might create a mystery where readers decide whether to follow a shadowy figure or stay hidden, leading to different outcomes. This fosters critical thinking and collaboration as students craft branching storylines and engage in problem-solving to connect various plot points.

    Classroom example: AI in action

    In a Grade 8 ESL classroom, students were given the prompt: “Write about a strange object you find buried in your backyard.” After brainstorming ideas with ChatGPT, one student created a story about a glowing orb that transported them to another dimension. They used DALL-E to generate an image of the orb, and Twine to develop a branching narrative where the reader decides whether to touch the orb or call for help. The result was an immersive storytelling experience that combined creativity with critical thinking.

    By incorporating AI tools, students not only created more engaging stories but also developed their language skills in a meaningful and enjoyable way.

    Making storytelling accessible and engaging

    Using AI in storytelling doesn’t just overcome barriers; it transforms the experience for students. Visual elements and interactivity keep learners engaged, while tools for grammar and vocabulary improvement build confidence. For ELLs, AI provides scaffolding and encouragement to take creative risks and express themselves authentically.

    Guiding responsible AI use

    While AI opens doors to creativity, teaching students to use these tools responsibly is
    essential.

    Students need to understand the concept of AI “hallucinations,” where AI generates
    inaccurate or entirely fabricated information. For instance, an AI might describe a historical event inaccurately or create a fictional fact that seems plausible. Educators should teach students to verify AI-generated information with reliable sources.

    Equally important is teaching students how to craft clear and specific prompts. For example, instead of asking, “What happens in a story?” they might ask, “Can you suggest a story idea about a character who solves a mystery in a small town?”

    Modeling this process helps students see how precise wording yields better results.
    Encouraging critical thinking is also crucial. Teachers can create opportunities for students to analyze AI-generated content by asking: “Does this make sense? Is it accurate? Can I verify it elsewhere?” Such discussions help students see AI as a helpful tool, but not an infallible one.

    Students should also learn that AI is a partner in creativity, not a replacement for their
    original thinking. They must guide the AI, evaluate its outputs, and make creative decisions to ensure their work remains authentically theirs. Additionally, students should be encouraged to credit AI-generated content appropriately to foster ethical use.

    Conclusion

    Storytelling is a cornerstone of language learning, offering ELLs opportunities to build
    vocabulary, practice grammar, and express their ideas. With AI, the storytelling process becomes more accessible, engaging, and impactful. From generating prompts to creating visuals and refining drafts, AI supports students in overcoming challenges and discovering the joy of storytelling.

    By integrating AI tools responsibly, educators empower every student to find their voice and share their unique stories with confidence. In the intersection of creativity and technology, AI has the potential to revolutionize the way we teach and learn storytelling

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  • Higher Education Inquirer : HEI Resources 2025

    Higher Education Inquirer : HEI Resources 2025

    [Editor’s Note: Please let us know of any additions or corrections.]

    Books

    • Alexander, Bryan (2020). Academia Next: The Futures of Higher Education. Johns Hopkins Press.  
    • Alexander, Bryan (2023).  Universities on Fire. Johns Hopkins Press.  
    • Angulo,
      A. (2016). Diploma Mills: How For-profit Colleges Stiffed Students,
      Taxpayers, and the American Dream. Johns Hopkins University Press.
    • Archibald, R. and Feldman, D. (2017). The Road Ahead for America’s Colleges & Universities. Oxford University Press.
    • Armstrong, E. and Hamilton, L. (2015). Paying for the Party: How College Maintains Inequality. Harvard University Press.
    • Arum, R. and Roksa, J. (2011). Academically Adrift: Limited Learning on College Campuses. University of Chicago Press. 
    • Baldwin, Davarian (2021). In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities. Bold Type Books.  
    • Bennett, W. and Wilezol, D. (2013). Is
      College Worth It?: A Former United States Secretary of Education and a
      Liberal Arts Graduate Expose the Broken Promise of Higher Education.
      Thomas Nelson.
    • Berg, I. (1970). “The Great Training Robbery: Education and Jobs.” Praeger.
    • Berman, Elizabeth P. (2012). Creating the Market University.  Princeton University Press. 
    • Berry, J. (2005). Reclaiming the Ivory Tower: Organizing Adjuncts to Change Higher Education. Monthly Review Press.
    • Best, J. and Best, E. (2014) The Student Loan Mess: How Good
      Intentions Created a Trillion-Dollar Problem. Atkinson Family
      Foundation.
    • Bledstein, Burton J. (1976). The Culture of Professionalism: The Middle Class and the Development of Higher Education in America. Norton.

    • Bogue, E. Grady and Aper, Jeffrey.  (2000). Exploring the Heritage
      of American Higher Education: The Evolution of Philosophy and Policy. 
    • Bok, D. (2003). Universities in the Marketplace : The Commercialization of Higher Education.  Princeton University Press. 
    • Bousquet, M. (2008). How the University Works: Higher Education and the Low Wage Nation. NYU Press.
    • Brennan, J & Magness, P. (2019). Cracks in the Ivory Tower. Oxford University Press. 
    • Brint, S., & Karabel, J. The Diverted Dream: Community colleges
      and the promise of educational opportunity in America, 1900–1985. Oxford
      University Press. (1989).
    • Cabrera, Nolan L. (2024) Whiteness in the Ivory Tower: Why Don’t We Notice the White Students Sitting Together in the Quad? Teachers College Press.
    • Cabrera, Nolan L. (2018). White Guys on Campus: Racism, White Immunity, and the Myth of “Post-Racial” Higher Education. Rutgers University Press.
    • Caplan, B. (2018). The Case Against Education: Why the Education
      System Is a Waste of Time and Money. Princeton University Press.
    • Cappelli, P. (2015). Will College Pay Off?: A Guide to the Most Important Financial Decision You’ll Ever Make. Public Affairs.
    • Carney, Cary Michael (1999). Native American Higher Education in the United States. Transaction.
    • Childress, H. (2019). The Adjunct Underclass: How America’s Colleges
      Betrayed Their Faculty, Their Students, and Their Mission University of
      Chicago Press.
    • Cohen, Arthur M. (1998). The Shaping of American Higher Education:
      Emergence and Growth of the Contemporary System. San Francisco:
      Jossey-Bass.
    • Collins, Randall. (1979/2019) The Credential Society. Academic Press. Columbia University Press. 
    • Cottom, T. (2016). Lower Ed: How For-profit Colleges Deepen Inequality in America
    • Domhoff, G. William (2021). Who Rules America? 8th Edition. Routledge.
    • Donoghue, F. (2008). The Last Professors: The Corporate University and the Fate of the Humanities.
    • Dorn, Charles. (2017) For the Common Good: A New History of Higher Education in America Cornell University Press.
    • Eaton,
      Charlie.  (2022) Bankers in the Ivory Tower: The Troubling Rise of
      Financiers in US Higher Education. University of Chicago Press.
    • Eisenmann, Linda. (2006) Higher Education for Women in Postwar America, 1945–1965. Johns Hopkins U. Press.
    • Espenshade, T., Walton Radford, A.(2009). No Longer Separate, Not
      Yet Equal: Race and Class in Elite College Admission and Campus Life.
      Princeton University Press.
    • Faragher, John Mack and Howe, Florence, ed. (1988). Women and Higher Education in American History. Norton.
    • Farber, Jerry (1972).  The University of Tomorrowland.  Pocket Books. 
    • Freeman, Richard B. (1976). The Overeducated American. Academic Press.
    • Gaston, P. (2014). Higher Education Accreditation. Stylus.
    • Ginsberg, B. (2013). The Fall of the Faculty: The Rise of the All Administrative University and Why It Matters
    • Gleason, Philip. Contending with Modernity: Catholic Higher Education in the Twentieth Century. Oxford U. Press, 1995.
    • Golden, D. (2006). The Price of Admission: How America’s Ruling
      Class Buys its Way into Elite Colleges — and Who Gets Left Outside the
      Gates.
    • Goldrick-Rab, S. (2016). Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream.
    • Graeber, David (2018) Bullshit Jobs: A Theory. Simon and Schuster. 
    • Groeger, Cristina Viviana (2021). The Education Trap: Schools and the Remaking of Inequality in Boston. Harvard Press.

    • Hamilton, Laura T. and Kelly Nielson (2021) Broke: The Racial Consequences of Underfunding Public Universities
    • Hampel, Robert L. (2017). Fast and Curious: A History of Shortcuts in American Education. Rowman & Littlefield.

    • Johnson, B. et al. (2003). Steal This University: The Rise of the Corporate University and the Academic Labor Movement
    • Keats, John (1965) The Sheepskin Psychosis. Lippincott.
    • Kelchen, R. (2018). Higher Education Accountability. Johns Hopkins University Press.
    • Kezar, A., DePaola, T, and Scott, D. The Gig Academy: Mapping Labor in the Neoliberal University. Johns Hopkins Press. 
    • Kinser, K. (2006). From Main Street to Wall Street: The Transformation of For-profit Higher Education
    • Kozol, Jonathan (2006). The Shame of the Nation: The Restoration of Apartheid Schooling in America. Crown. 
    • Kozol, Jonathan (1992). Savage Inequalities: Children in America’s Schools. Harper Perennial.
    • Labaree,
      David F. (2017). A Perfect Mess: The Unlikely Ascendancy of American Higher
      Education. Chicago: University of Chicago Press.
    • Labaree,
      David (1997) How to Succeed in School without Really Learning: The
      Credentials Race in American Education, Yale University Press.
    • Lafer, Gordon (2004). The Job Training Charade. Cornell University Press.  
    • Loehen, James (1995). Lies My Teacher Told Me. The New Press. 
    • Lohse, Andrew (2014).  Confessions of an Ivy League Frat Boy: A Memoir.  Thomas Dunne Books. 
    • Lucas, C.J. American higher education: A history. (1994).
    • Lukianoff,
      Greg and Jonathan Haidt (2018). The Coddling of the American Mind: How
      Good Intentions and Bad Ideas Are Setting Up a Generation for Failure.
      Penguin Press.
    • Maire, Quentin (2021). Credential Market. Springer.
    • Mandery, Evan (2022) . Poison Ivy: How Elite Colleges Divide Us. New Press. 
    • Marti, Eduardo (2016). America’s Broken Promise: Bridging the Community College Achievement Gap. Excelsior College Press. 
    • Mettler, Suzanne ‘Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. Basic Books. (2014)
    • Newfeld, C. (2011). Unmaking the Public University.
    • Newfeld, C. (2016). The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them.
    • Paulsen, M. and J.C. Smart (2001). The Finance of Higher Education: Theory, Research, Policy & Practice.  Agathon Press. 
    • Rosen, A.S. (2011). Change.edu. Kaplan Publishing. 
    • Reynolds, G. (2012). The Higher Education Bubble. Encounter Books.
    • Roth, G. (2019) The Educated Underclass: Students and the Promise of Social Mobility. Pluto Press
    • Ruben,
      Julie. The Making of the Modern University: Intellectual Transformation
      and the Marginalization of Morality. University Of Chicago Press.
      (1996).
    • Rudolph, F. (1991) The American College and University: A History.
    • Rushdoony, R. (1972). The Messianic Character of American Education. The Craig Press.
    • Selingo, J. (2013). College Unbound: The Future of Higher Education and What It Means for Students.
    • Shelton, Jon (2023). The Education Myth: How Human Capital Trumped Social Democracy. Cornell University Press.
    • Sinclair, U. (1923). The Goose-Step: A Study of American Education.
    • Stevens, Mitchell L. (2009). Creating a Class: College Admissions and the Education of Elites. Harvard University Press. 
    • Stodghill, R. (2015). Where Everybody Looks Like Me: At the Crossroads of America’s Black Colleges and Culture. 
    • Tamanaha, B. (2012). Failing Law Schools. The University of Chicago Press. 
    • Tatum, Beverly (1997). Why Are All the Black Kids Sitting Together in the Cafeteria. Basic Books
    • Taylor,
      Barret J. and Brendan Cantwell (2019). Unequal Higher Education:
      Wealth, Status and Student Opportunity. Rutgers University Press.
    • Thelin, John R. (2019) A History of American Higher Education. Johns Hopkins U. Press.
    • Tolley, K. (2018). Professors in the Gig Economy: Unionizing Adjunct Faculty in America. Johns Hopkins University Press.
    • Twitchell, James B. (2005). Branded Nation: The Marketing of Megachurch, College Inc., and Museumworld. Simon and Schuster.
    • Vedder, R. (2004). Going Broke By Degree: Why College Costs Too Much.
    • Veysey Lawrence R. (1965).The emergence of the American university.
    • Washburn, J. (2006). University Inc.: The Corporate Corruption of Higher Education
    • Washington,
      Harriet A. (2008). Medical Apartheid: The Dark History of Medical
      Experimentation on Black Americans from Colonial Times to the Present.
      Anchor. 
    • Whitman, David (2021). The Profits of Failure: For-Profit Colleges and the Closing of the Conservative Mind. Cypress House.
    • Wilder, C.D. (2013). Ebony and Ivy: Race, Slavery, and the Troubled History of America’s Universities. 
    • Woodson, Carter D. (1933). The Mis-Education of the Negro.  
    • Zemsky,
      Robert, Susan Shaman, and Susan Campbell Baldridge (2020). The College
      Stress Test:Tracking Institutional Futures across a Crowded Market.
      Johns Hopkins University Press. 

     

    Activists, Coalitions, Innovators, and Alternative Voices

     College Choice and Career Planning Tools

    Innovation and Reform

    Higher Education Policy

    Data Sources

    Trade publications

     

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  • Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    Five Resources to Level Up Supervisor Training and Leadership Development – CUPA-HR

    by Julie Burrell | July 2, 2024

    Supervisor training and leadership development are top priorities for HR — and it’s no wonder why. Skilled supervisors are critical to increasing employees’ job satisfaction. A solid leadership pipeline ensures that both institutional knowledge and talented employees remain at a college or university. And higher ed employees have a strong desire for professional and leadership development, which affects how they view their jobs.

    How can institutions support supervisors and those who might move into that role? How can HR mitigate supervisor burnout? What about encouraging career development for employees who want a more fulfilling role, but not necessarily as a supervisor? Several higher ed HR practitioners have shared with CUPA-HR how they are tackling these common challenges.

    10 Roadblocks to Supervision (and How to Surpass Them) (Watch Now) and Roadblocks to Supervision: Clearing a Path for Peer-To-Supervisors, New Supervisors and Hybrid Team Supervisors (Read Now)

    While it might be evident that a supervisor is struggling, diagnosing the reason why is more complex. That’s exactly what this pair of valuable resources is designed to help with. Based on supervisor trainings at the University of North Carolina System, this webinar and companion article break down supervisor struggles into an adaptable list of roadblocks that prevent supervisors from flourishing. These range from interpersonal skills (such as misaligned communication styles), to systemic workload issues (supervisors being too busy), to communication across divisions (leaving HR out of the loop when a problem arises).

    Building Leaders From Within: UT Rio Grande Valley Blends Leadership Development With a Master’s in Higher Ed Administration (Read Now)

    The need for an internal talent pipeline at the University of Texas Rio Grande Valley was clear. So was the need to retain valuable employees, who sought career development opportunities. (The desire for promotion or more responsibility is the third most-cited reason for higher ed employees seeking new jobs.) To address both challenges, HR teamed up with administrative and academic leadership to create an innovative — and mostly free — Master of Arts in higher education administration program for current employees. Learn how they built and executed this initiative, which welcomed 100 employees over the past few years.

    BRIGHT Leaders Program at UT Dallas (Watch Now)

    Recipient of the 2023 CUPA-HR Innovation Award, the BRIGHT Leaders program at the University of Texas at Dallas speaks to the needs of today’s employees, who desire flexible professional development programs. This webinar explains how BRIGHT Leaders encourages everyone on campus to lead from where they are. UT Dallas’s “all-access pass” model means any employee can take any leadership training session at any time. No matter their position or leadership level, all staff and faculty (and even students) are welcome to attend, and there’s no selective process that limits participation.

    Investing in People: How to Create a Coaching Culture on Your Campus (Read Now)

    Gone are the days when coaching was either for executives only or a remedy for poor performance. In fact, coaching can increase employee engagement and job satisfaction as well as boost retention and job performance. But coaching looks different from campus to campus. This article delves into how three institutions — Vanderbilt University, the University of Tennessee, Knoxville and the University of California, Berkeley — created cultures of coaching on their campuses. This data-driven resource not only outlines these unique coaching programs, but also offers resources and tips to help you convince leadership that coaching is an essential element of creating future leaders.



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