Tag: Strategies

8 Proven Digital Marketing Strategies for Universities

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Universities and colleges today face a highly competitive recruitment environment. Declining enrollment trends, shifting demographics, and the rise of alternative education options mean institutions must work harder than ever to connect with prospective students. Traditional outreach methods alone are no longer enough.

That’s where digital marketing for universities comes in. By leveraging the right mix of online strategies, higher education institutions can build brand awareness, generate qualified leads, and foster lasting relationships with students. From content marketing and SEO to social media and data-driven analytics, digital tools give schools the power to meet prospective students where they are: online.

In this blog post, we’ll break down eight proven digital marketing strategies tailored for universities. Along the way, we’ll answer common questions—like what exactly digital marketing in education means and how much universities invest in it—to give you a clear, actionable roadmap for success.

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Understanding Digital Marketing in Higher Education

What is digital marketing in education? Digital marketing in education is the use of online channels—such as websites, SEO, social media, email, and digital ads—to promote programs, connect with prospective students, and engage alumni. Unlike other sectors, the “product” is not just a service but an experience and long-term investment, so messaging must inform, inspire, and build trust.

Why is digital marketing for universities so critical now? The stakes are high. With declining enrollments and growing skepticism about the value of a degree, institutions are investing heavily in outreach. According to SimpsonScarborough’s 2019 State of Higher Ed Marketing report, universities typically allocate between $429 and $623 per enrolled student each year to marketing efforts. The University of Maryland Global Campus, for example, committed $500 million over six years, half dedicated to digital ads.

Digital channels offer clear advantages: precise targeting, interactive storytelling, and measurable results. More importantly, they allow two-way communication—helping schools nurture relationships from first contact through enrollment, turning digital marketing into both a recruitment engine and a trust-building tool.

Below, we outline 8 proven digital marketing strategies for universities and colleges. These strategies have been tested in the education sector and shown to drive results – whether it’s increasing website traffic, applications, or student engagement. Along the way, we’ll highlight real-world examples (with sources) from reputable institutions to illustrate how each strategy can be put into practice.

1. Content Marketing and Search Engine Optimization (SEO)

In higher education, content is king. Universities that create valuable, student-focused content build trust and attract more applicants. Effective content marketing means answering the questions students and parents are already asking—through program pages, blogs, testimonials, videos, guides, and virtual tours.

SEO ensures this content gets discovered. When prospects search “best MBA in Canada” or “colleges with digital marketing programs,” optimized titles, headings, and keywords help your institution appear in results. Consistent updates, quality backlinks, and keyword-rich program pages boost visibility even further.

Example: Boston University runs an extensive content hub (“BU Today”) that publishes daily stories about student life, wellness, careers, research and more. This on-site news magazine – featuring contributions from students, faculty, staff, and alumni – builds trust and drives organic traffic by answering the questions prospective students are asking. BU Today’s engaging content strategy not only informs and inspires readers, but also strengthens the university’s visibility in search results through fresh, keyword-rich stories.

Source: Boston University

2. Social Media Engagement and Community Building

Students spend countless hours on social media, making it one of the most powerful tools for higher ed marketing. Platforms like Instagram, TikTok, YouTube, and LinkedIn allow universities to showcase campus life, share authentic stories, and build community long before students arrive on campus.

Tailor content to each platform: Instagram thrives on visual storytelling, TikTok on fun, viral content, YouTube on long-form video, and LinkedIn on alumni success. Meeting students where they are ensures your message resonates.

Authenticity wins: Many schools hand over the reins to students for “takeovers.” For instance, Babson College used Instagram takeovers for Q&As, giving prospects a candid look at campus life. Spelman College maximizes Instagram’s features—Stories, Highlights, and IGTV—to create a polished yet authentic presence that builds trust.

TikTok’s rise: Universities like Oxford and Indiana University leverage TikTok trends to humanize their brand and showcase student enthusiasm, boosting engagement dramatically.

The payoff is real: John Cabot University increased applications by 42% after ramping up its social media presence. Done right, social platforms don’t just market a school—they cultivate belonging and amplify word-of-mouth.

Example: John Cabot University, an American-accredited university in Rome, overhauled its social media strategy to engage prospective students and saw remarkable results. By partnering with Higher Education Marketing and tailoring content to its audience, JCU achieved a 300% increase in applications coming directly from social media and a 42% overall rise in student applications. In practice, this involved creating more audience-targeted posts and campaigns that funneled followers to the admissions site – demonstrating how active social engagement can translate into measurable recruitment gains.

Source: Higher Education Marketing

3. Pay-Per-Click Advertising and Targeted Ads

Organic content builds long-term visibility, but paid digital advertising delivers immediate reach. Pay-Per-Click (PPC) ads—on Google, Facebook, Instagram, LinkedIn, or YouTube—allow universities to target demographics, locations, and search intent with precision.

Search ads help institutions appear at the top of results for competitive terms like “MBA program online” or “study in Canada.” Even major universities bid on their own branded keywords to capture applicants searching directly for admissions. These ads often lead to optimized landing pages designed to convert interest into inquiries.

Social ads provide granular targeting. The takeaway? With smart targeting, strong creative, and optimized landing pages, PPC can deliver measurable results in recruitment, even on modest budgets.

Example: Laurier employs highly targeted PPC advertising to reach international prospects in key markets. In partnership with HEM, Laurier runs country-specific campaigns on Google and Meta (Facebook/Instagram), even narrowing ads to specific cities to maximize relevance. For example, prospective students in India, Nigeria or Vietnam might see ads for Laurier programs, and search ads ensure Laurier appears for queries like “study in Canada university.” This precise targeting has boosted Laurier’s lead generation from countries such as India, Bangladesh, Ghana and more, illustrating how PPC can efficiently capture students in different regions.

Source: Higher Education Marketing

4. Email Marketing and Marketing Automation

Email remains one of the highest-ROI tools for higher ed recruitment. When a prospect shares their email, it creates an opportunity for personalized, direct communication that nurtures them through the enrollment journey.

Lead nurturing works best through sequenced emails—welcoming inquiries, highlighting programs, showcasing campus life, and reminding applicants to complete next steps. Segmentation and personalization make campaigns more effective: tailoring messages by program, audience type, or student behavior ensures relevance and boosts engagement.

Automation tools like HubSpot or Slate allow universities to trigger timely follow-ups—such as reminders for incomplete applications or pre-visit info before a campus tour. Done well, email serves as the connective tissue of digital strategy—tying content, events, and ads into one cohesive student journey.

Example: Michael Vincent Academy, a private vocational school in Los Angeles, streamlined its recruitment process by implementing a customized CRM with marketing automation. The academy uses an automated system (HEM’s Mautic CRM) to follow up with every inquiry, score leads, and send sequenced emails. Routine tasks – from welcome emails to application reminders – are now handled automatically, allowing staff to spend more time on personal outreach to high-value prospects. The impact is significant: key elements of the follow-up workflow are now automated, improving efficiency and ensuring no prospective student falls through the cracks.

Source: Higher Education Marketing

Pro Tip: Don’t overload inboxes—send 1 email every 7–10 days, keep designs mobile-friendly, and always include a clear call-to-action.

5. Website Optimization and User Experience (UX)

Your website is your digital campus, often the first impression prospective students have. A well-optimized site improves engagement and conversion by guiding visitors smoothly through their journey.

Mobile-first design is non-negotiable. With most students researching on phones, responsive layouts, fast load speeds, and intuitive navigation are critical. Google also rewards mobile-friendly sites in search rankings.

Clear navigation helps diverse audiences—prospective undergrads, grads, parents, international students—find relevant information quickly. Saint Louis University, for example, introduced an interactive admissions page with customizable “pathways,” simplifying content discovery and personalizing the student journey.

Engaging media like photos, videos, and virtual tours immerse visitors in campus life, while CTAs such as “Request Info” or “Apply Now” nudge them toward action.

Example: University of North Dakota undertook a comprehensive website refresh that yielded strong results in both engagement and conversions. The new site introduced a powerful “Program Finder” tool giving prospective students one central place to discover academic programs by interest. The homepage and navigation were reorganized around key audiences (prospective undergrads, grad students, parents, etc.), making it easier for each group to find relevant info. UND also weaves in student stories and news in a way that reflects student life and values, rather than just facts. This focus on UX paid off: after launch, UND saw organic traffic climb and a 62% jump in undergraduate inquiries year-over-year, all while many peer institutions saw declines. It underscores that a fast, intuitive, mobile-friendly site can be a university’s best recruitment tool.

Source: University of North Dakota

Pro Tip: Audit your site regularly—outdated info or broken links can undo even the best design.

6. Search Engine Marketing (SEM) and Local SEO

Search engine marketing ensures your institution is visible when prospective students actively look for programs. Beyond broad SEO, local optimization and targeted campaigns make a significant difference.

Local SEO helps capture location-based searches like “MBA in Toronto” or “universities near me.” Universities should claim and update their Google Business profiles, add campus photos, respond to reviews, and use city/region keywords across their site. For multi-campus schools, create individual location pages optimized with local terms.

Long-tail keywords are equally powerful. Students often search specific queries like “best undergraduate business programs for entrepreneurship.” Creating FAQ pages, blog posts, or landing pages around these terms captures highly motivated prospects. Likewise, many universities now optimize program pages with alumni career outcomes and salary data to rank for career-focused searches.

Example: Cumberland College, a career college in Montréal, used SEM and on-page SEO to significantly boost its visibility and inquiries. With expert help, Cumberland optimized its website content (in English and French) and refocused its keyword strategy – plus ran complementary Google Ads – to capture more search traffic. The impact was dramatic over a short period: organic web visitors rose by 27.5%, and overall leads (inquiries) jumped by 95% after the campaign, compared to the previous year. Even more striking, leads coming specifically from organic search increased nearly five-fold (a 386% increase) as Cumberland climbed higher in search results.

Source: Higher Education Marketing

Pro Tip: Align SEM campaigns with the admissions cycle—boost spend before deadlines to capture undecided applicants.

7. Video Marketing and Virtual Engagements

In the digital era, video has become an incredibly powerful medium of digital marketing for colleges, and universities are uniquely positioned to leverage it. From campus tour videos and student vlogs to recorded webinars and live-streamed events, video marketing allows prospective students to experience a taste of campus life and academics from anywhere in the world. It’s engaging, shareable, and often more memorable than text.

Campus tours and virtual experiences: When students cannot visit in person (due to distance or as we saw during pandemic lockdowns), a virtual tour is the next best thing. Many universities now feature immersive 360-degree virtual campus tours on their websites. These let users “walk” through the quad, peek into classrooms, dorms, and labs, all from their computer or phone. It’s an interactive way to showcase facilities and atmosphere. Even a simple narrated campus tour video on YouTube can be effective – guiding viewers through major spots on campus while current students or staff explain highlights.

Storytelling through students: Prospective students trust their peers. “Day in the life” vlogs or testimonial clips highlighting internships and career outcomes resonate strongly. Short, authentic videos often outperform highly produced pieces.

Example: Montgomery County Community College (USA) grabbed attention with an award-winning recruitment video campaign. Their 30-second video spot, “You in Motion,” is a high-energy montage that inspires viewers to envision their success at the college. In that half-minute, the video communicates key value props – an affordable, top-notch education; extensive support resources; and a wide range of programs – all set to uplifting visuals of campus and student achievements. The campaign succeeded in exciting prospective students and driving home the message that at Montco you can “make your own momentum”. It’s a prime example of how concise, well-produced video content can boost a school’s appeal and conversion rates.

Source: YouTube

Takeaway: Video marketing builds trust through storytelling, making your institution both relatable and aspirational.

8. Data Analytics and Continuous Optimization

A major advantage of digital marketing for colleges is the ability to measure performance in real time. Universities that actively track and optimize campaigns consistently outperform those that rely on static strategies.

With tools like Google Analytics, CRMs, and marketing automation, schools can monitor conversions such as info requests, applications, and event signups, while attributing results to specific channels. For example, McGill University’s School of Continuing Studies implemented eCommerce-style tracking with HEM, enabling them to connect digital ad spend directly to applications and enrollment outcomes.

Example: McGill’s School of Continuing Studies struggled to connect its digital ad spend to actual enrollments – until it implemented an advanced analytics solution. Working with HEM, McGill SCS set up eCommerce-style tracking (via its Destiny One online registration system) to measure exactly how ads and web campaigns translated into applications, registrations, and revenue. This involved configuring Google Analytics and tag manager to capture each student touchpoint and conversion. The result was a newfound ability to make data-driven decisions on marketing: McGill can now see ROI by campaign and optimize accordingly, rather than guessing.

Source: Higher Education Marketing

Optimization goes beyond tracking. A/B testing landing pages, refining email subject lines, or adjusting ad targeting can deliver significant lifts in conversions. Ultimately, analytics turn insights into action. By continuously refining campaigns based on real results, institutions ensure smarter spending, better engagement, and stronger recruitment outcomes.

Bringing It All Together

Digital marketing is no longer optional for universities—it’s the foundation of how students discover, evaluate, and choose their educational path. From content marketing and social media engagement to PPC, email nurturing, and data-driven optimization, each strategy plays a role in building trust and guiding prospects through the enrollment journey.

The institutions that succeed are those that take an integrated approach: aligning their website, campaigns, and student communications to deliver a consistent, authentic experience. Real-world examples—from Boston University’s content hub to McGill University’s data-driven enrollment gains—show how strategy translates into measurable results.

Ultimately, digital marketing is about connection. By telling authentic stories, engaging students where they are, and continuously refining based on analytics, universities can cut through the noise, reach the right audiences, and build relationships that last well beyond enrollment.

Done right, digital marketing doesn’t just attract students—it creates advocates who carry your institution’s story forward.

Struggling with enrollment?

Our expert digital marketing services can help you attract and enroll more students!

FAQs

Q: What is digital marketing in education?

A: Digital marketing in education is the use of online channels—such as websites, SEO, social media, email, and digital ads—to promote programs, connect with prospective students, and engage alumni. Unlike other sectors, the “product” is not just a service but an experience and long-term investment, so messaging must inform, inspire, and build trust.

Q: Why is digital marketing for universities so critical now?

A: The stakes are high. With declining enrollments and growing skepticism about the value of a degree, institutions are investing heavily in outreach.

Q: How much do universities spend on digital marketing?

A: Universities now spend between $429 and $623 per enrolled student, per year on marketing.

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October 2, 2025
A Student’s Guide to Success: Six Strategies to Reduce Team Conflict – Faculty Focus
Working as a successful team member remains one of the most important skills that employers report that they want when hiring college graduates. This means that when professors create well-executed and high-quality team projects, they can help their students succeed in a challenging job market. However, there are times when professors fail to help students to develop the necessary teamwork skills that our students will need, such as helping them learn how to manage team conflict.

We surveyed college professors a few years ago to better understand the problems they face when running team projects, even learning about why some choose to avoid team projects altogether. Many reported that they struggle because of the issues that students face when working in a team, such as one student taking over the project, figuring out how to grade a team project, motivating social loafers, and including dealing with team conflict.

The reality is that conflict will inevitably occur during team projects. We can help our students work better in teams by teaching them how to manage the conflict that they will face.

Many students think that there is something wrong when conflict occurs on their team. However, conflict can be a positive force for team decision-making when it’s focused on the task, provides new perspectives on the issues, and shows how the team can improve. On the other hand, there are types of conflict that can be destructive, such as when it gets emotional and focuses on people and personal grievances, rather than the work that the team is doing.

In this article, we recommend six easy strategies to help your students try to avoid the destructive emotional conflict and better manage the substantive conflict in their team when it does occur.

1. Focus on Team Goals

It’s important to start your team project by emphasizing the importance of the team project to their work in your class. This requires more than discussing how the project paper or presentation relates to their grade. Instead, help your teams to understand the skills that they will gain from working on the project you’ve assigned. When team members see the value in your team project, they are more likely to work together on it.

2. Create a Team Charter

Start your teams off right by having them create a team charter. This should include at least three components: when and how long they will meet each week, how to contact one another, and a list of behavioral and attitudinal obligations that they have to one another. These obligations may include things like how soon to respond to messages, how responsibilities are assigned, and even how they will resolve disagreements as they work together.

3. Use Frequent Check-ins

Monitoring how well your teams are working together can help you to identify a minor conflict before it becomes a major problem. These check-ins can be accomplished through ongoing peer evaluations, when you attend their team meetings, and/or through team updates they can provide, often as an assignment on your LMS. Once you learn about a potential conflict, you can make some suggestions for how they might move forward. We have often made Google Drive folders for each team with instructor access, and we require students to write their contributions to the instructor each week as one way to keep an eye on potential issues that might derail their projects. We’ve even had these project updates impact a small portion of the final grade of the project.

4. Focus the Team on Their Task

Keep your teams focused on the team task. You can help them to accomplish this by breaking down your project into components and setting intermediary deadlines. Scaffolding a team project this way can help keep your teams moving forward rather than spiraling or stalling. You can also regularly remind them about the main goal of the assignment. Finally, make sure to explain how any conflict that occurs needs to focus on issues with substance (e.g., how to collect data, what recommendations should we give, etc.) because these are important parts of the discussions that will help their team to create a better project. Similarly, remind them that they should not be spending time hurling angry accusations at each other or talking to team members behind others’ backs. We like to use the following quote to help our students with this:

Conflict is inevitable. Anger is a choice. And almost always the wrong choice. — Seth R. Silver

This way, they begin to understand that their conflict is not a problem until it starts to boil over into frustration, anger, and even resentment that derails them.

5. Address Conflict Resolution Strategies in Class

There are many great conflict resolution strategies that you can use to help your students recover when they do in fact face some conflict. One of our favorites is a team-based Start-Stop-Continue exercise. In it, the team discusses what they should start doing (e.g., setting deadlines for completing action items), stop doing (e.g. showing up late to team meetings), and continue doing (e.g. keeping the other team members informed about their work) in order to be successful. Remind students that this is a team discussion, which means that they should use team talk (“we can start setting deadlines”) and it should not include any ‘naming or shaming’ that calls out any one team member by name.

6. Get Involved When Necessary

If you’re following the first five steps, your teams will usually work through most conflicts. But, there are times where you might need to get involved – this should be a last resort and often only when you are asked to intervene. When you get such a request, you should meet with the team outside of class time. Your main role will be listening to their issues and asking open-ended questions. This will help them to find (or maybe even gently guide them towards) a solution on their own, because your students will be more committed to a solution that they help to create. You want to avoid dictating a solution unless the team is ready to self-destruct and it is truly the only way forward.

By incorporating these six strategies into your team project, your students will be more likely to:
- Have a better team experience in your class;
- Learn important skills that will help them in future teams;
- Be more likely to successfully work in teams in other classes; and
- Have a compelling story that they can share with potential employers about how well they worked in a team.
In addition, it will improve your own experience with team projects (and make them easier for you to grade, too)!

Tim Franz is Professor of Psychology and Lauren Vicker is Communications Professor Emeritus, both at St. John Fisher University. We started working together to team-teach a course in group dynamics beginning in 2004, coming from the fields of psychology and communications. We have presented, written, and published on teamwork and team projects, with our latest effort being Making Team Projects Work: A College Instructor’s Guide to Successful Student Groupwork, published by Routledge/Taylor & Francis, 2025. Approaching the issue from two different perspectives and teaching beyond our own home disciplines in business, pharmacy, criminology, etc. has given us a broad perspective into the issue.
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October 1, 2025
3 College Student Retention Strategies to Prioritize at This Time of Year

Retention is not what you do. It is the outcome of what you do.

It’s that time of year when retention committees, student success professionals, and leadership teams across the country calculate the retention rate for the fall 2024 cohort and compare it with their previous years’ outcomes. Some campuses have undoubtedly stayed the same, others decreased, and some increased, but the overall conversation is usually about how “it” can be done better for the fall 2025 class.

Let’s talk about “it” for a minute. Many of you have heard the message that two of our founders, Lee Noel and Randi Levitz, and the student success professionals who have followed in their footsteps, have shared for several decades: Retention is not what you do. “It” is the outcome of what you do. “It” is the result of quality faculty, staff, programs and services. As you consider improvements to your efforts which will impact the fall 2025 entering class and beyond, keep in mind the following three student retention strategies and practices.

1. Assess college student retention outcomes completely

The first strategy RNL recommends is a comprehensive outcomes assessment. All colleges and universities compute a retention rate at this time of year because it has to be submitted via the IPEDS system as part of the federal requirements. But many schools go above and beyond what is required and compute other retention rates to inform planning purposes. For example, at what rates did you retain special populations or students enrolled in programs designed to improve student success? In order to best understand what contributed to the overall retention rate, other outcomes have to be assessed as well. For instance, how many students persisted but didn’t progress (successfully completed their courses)? Before you finalize the college student retention strategies for your fall 2025 students, be sure you know how your 2024 students persisted and progressed so that strategies can be developed for the year ahead.

2. Know what worked and what didn’t

The second strategy we recommend is to consider what worked well during the previous year and what didn’t. Many of us have been in situations where we continue to do the same thing and expect different results, which has been called insanity! (Fun fact, this quote is often attributed to Einstein, but according to Google, was not actually said by him!) A common example would be the academic advising model. RNL has many years of data which show that academic advising is one of the most important college student retention strategies. But just doing what you have always done may not still be working with today’s college students. Advising is an area which needs constant attention for appropriate improvements. Here are a few questions for you to consider: Does your academic advising model, its standards of practice, and outcomes assessment reveal that your students are academically progressing by taking the courses needed for completion? Can you identify for each of your advisees an expected graduation date (which is one of the expected outcomes of advising)? Establishing rich relationships between advisors and advisees, providing a quality academic advising experience, can ultimately manage and improve the institution’s graduation rate.

3. Don’t limit your scope of activity

Once you have assessed the 2024 class outcomes and the quality of your programs and services, RNL encourages you to think differently about how you will develop college student retention strategies that will impact the 2025 class. Each college has an attrition curve, or a distribution of students with their likelihood of being retained. The attrition curve, like any normal distribution, will show which students are least and most likely to retain and will reveal the majority of students under the curve. See the example below:

As you consider your current activities, you may find that many of your programs are designed for the students at the tail end of the curve (section A above) or to further support the students who are already likely to persist (section B). Institutions set goals to increase retention rates but then limit the scope of students they are impacting. To have the best return on retention strategies, consider how you can target support to the largest group of students in the middle (section C) who are open to influence on whether they stay or leave, based on what you do or don’t do for them, especially during their first term and their first year at your school.

Onward for the year ahead

RNL congratulates those of you who have achieved your retention goals for the 2024 cohort. You certainly must have done some things right and must have had student retention strategies that were effective. For those of you who are looking for new directions in planning, consider the three practices outlined above.

And if you aren’t currently one of the hundreds of institutions already working with RNL, you may want to implement one or more of the RNL student success tools to support your efforts: the RNL motivational survey instruments to identify those students who are most dropout prone and most receptive to assistance, the RNL student retention data analytics to identify the unique factors that contribute to persistence at your institution, and the RNL satisfaction-priorities surveys that inform decision making and resource allocation across your campus population. RNL can provide support in all of these areas along with on-going consulting services to further direct and guide retention practices that can make a difference in your enrollment numbers and the success of both your students and your institution. Contact me to learn more in any of these areas.

Note: Thanks to my former colleague Tim Culver for the original development of this content.

Ask for a complimentary consultation with our student success experts

What is your best approach to increasing student retention and completion? Our experts can help you identify roadblocks to student persistence and maximize student progression. Reach out to set up a time to talk.

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September 25, 2025
From Lectures to Laughter: Strategies to Spark Joy in the Classroom – Faculty Focus
In the fast-paced, demanding world of college education, joy might not be the first thing that comes to mind when we think about teaching. But bringing joy into the classroom can make a real difference; it boosts student engagement, sparks creativity, and supports academic success. Joyful learning is about building a space where curiosity can thrive, where students feel safe making connections, asking questions, and taking intellectual risks. When instructors intentionally weave joy into their teaching, they help students tap into their own motivation and foster a stronger sense of community and belonging. This article takes a closer look at how joyful pedagogy can turn the college classroom into a vibrant, supportive environment where students truly flourish.

What is Joyful Pedagogy?

Joyful pedagogy is an approach to teaching that fosters enthusiasm, engagement, and a deep sense of connection to learning. It cultivates the emotional and intellectual well-being of students by integrating curiosity, creativity, and meaningful collaboration into the learning process. According to Zull (2011), when students experience joy in learning, their brains are more receptive to new information, leading to deeper understanding and retention. This approach moves beyond traditional lecture-based instruction, incorporating active learning strategies and, yes, even some laughter along the way. Joyful pedagogy recognizes that students are more likely to succeed academically and personally when they feel a sense of ownership over their learning and when the classroom environment is supportive and stimulating.

By incorporating joyful teaching practices, educators create welcoming classrooms that inspire critical thinking and collaboration. Additionally, joyful pedagogy embraces flexibility and adaptability, allowing for various instructional methods that meet students’ individual needs.

The Power of Play

One powerful tool for cultivating joy in learning is play, something often overlooked in higher education. Play isn’t just for children; it’s an essential part of learning at all ages. Forbes and Thomas (2022) highlight that play supports overall well-being and serves as a meaningful pathway to learning, even for adult learners. In the classroom, play sparks joy, which can help reduce stress, boost optimism and resilience, and foster a more positive learning environment (Rylance-Graham, 2024).

Importantly, bringing joy into the learning process doesn’t mean sacrificing academic rigor. High expectations and challenging coursework can be upheld while making room for playful, joyful moments. In fact, play can offer much-needed balance, especially when tackling serious or emotionally heavy content (Forbes, 2021).

Research shows that enjoyment during learning increases blood flow to the brain, enhancing cognitive functioning (Purinton & Burke, 2019). When play and joy are intentionally woven into instruction, students often feel more connected to their professors and peers, relationships that can, in turn, motivate them to meet and exceed academic expectations (Forbes et al., 2022).

Play promotes flexible and creative thinking and increases productivity (Brown, 2009). It naturally draws students in, helping them engage more deeply and look forward to class. Because play is intrinsically motivating, it can shift how students relate to learning itself (Whitton & Moseley, 2019). Simply put, when students experience joy in learning, their engagement and their performance can thrive.

Practical Strategies for Infusing Joy

How can instructors bring joy into their day-to-day teaching? Below are two simple yet effective and easily adaptable strategies I’ve used in my courses.

On the first day of my Introduction to Special Education course, I arrive with a large sheet of poster paper and a collection of colorful paper scraps varied in shape, size, and color. As students enter the room, I invite each of them to choose a scrap of paper, any one they like. Before we begin introductions or any of the “usual” first-day business, I ask them to tape their chosen piece onto the poster, wherever they feel it belongs. Once everyone has placed their scrap of paper, I ask the following questions:
- Why did you choose the piece you did?
- Why did you place it where you did?
- What do you notice about the overall design the group created?
- Why do you think I started class this way?
- What might this activity represent?
This simple yet engaging activity sparks curiosity and sets the tone for a semester rooted in exploration, connection, and reflection. While I can’t take full credit for the idea, it’s an activity shared by Marilyn P. Rice in the Professors at Play Playbook (2022), I’ve made it my own by adding a meaningful twist. I save the class poster and bring it back on the last day of the semester, hang it on the board, and ask the students if they remember creating it. Then I ask some reflective questions such as
- How has your understanding of individual learners evolved since placing your scrap of paper on this poster?
- How might this visual metaphor reflect the diversity you’ll encounter in your future classrooms?
- What can you do to ensure every student feels like their “scrap of paper” belongs in your classroom?
The responses are always thoughtful, creative, and deeply personal. It’s a powerful way to bookend our learning journey and leave students with a lasting impression of the value of joy, inclusion, and connection in education.

To adapt the end-of-semester reflective questions to be relevant to a broader range of disciplines, the following could be posed:
- How have you grown or changed since that first day?
- What did you learn from your peers that has stayed with you?
- Why do you think we’re revisiting this activity now, at the end of the course?
- How might this visual metaphor of “many parts making a whole” guide you in your future classes, work, or life?
Alternatively, students could choose a second paper scrap to place on the poster, symbolizing their “after” self, creating a kind of before-and-after reflection.

Another example of joyful pedagogy involves using visual exploration to spark creativity and deepen understanding. While exploring the question “What is literacy?” I asked students to work in teams of two or three and head outside with their phones. Their task was simple: find and photograph something they believed represented literacy. They had 15 minutes to explore and return to class.

Once they returned, each group uploaded their photo to our online discussion platform. I projected the images for the whole class to see, and each team took a moment to explain why they chose their particular representation. The results were diverse, creative, and often surprising, ranging from street signs and murals to sculptures or even a menu spotted in an unexpected place.

This activity was not only fun and energizing, but it also prompted meaningful discussion about how literacy can take many forms in our everyday lives. It encouraged students to think beyond traditional definitions and consider how literacy shows up in the world around them.

Even better, this type of activity is easy to adapt to nearly any course topic. Whether you’re exploring themes like equity, identity, community, or content-specific concepts, inviting students to find and share visual representations brings movement, creativity, and fresh perspective into the learning experience.

If the aforementioned activities don’t quite fit your style, there are infinite ways to infuse joy into your teaching. For example, send students outside with chalk to solve a problem or equation on the sidewalk. Having students take a photo of their completed work to share with the class adds a collaborative element. Another example is to ask small groups of students to create and perform a short skit or role play to demonstrate a concept. This activity can add some fun along with a deeper layer of learning and engagement.

Bringing in board games or puzzles that connect to your course content is another engaging way to reinforce key concepts and spark curiosity. You can also flip the challenge by asking students to design their own games that relate to what they’re learning.

Even a quick three-minute brain break after 30 minutes of teaching can make a big difference. Ask students to stand up if possible and set aside all devices before the break begins. A brain break might include box breathing, stretching, structured movement, or a brainteaser. There are many resources available for brain break ideas, and they range from seated breathing exercises to dancing and everything in between. These quick pauses support focus and concentration, reduce stress, and contribute to a more positive learning experience (Tapp, 2020). Brain breaks can also help combat mental fatigue and give students a much-needed cognitive recharge.

Scaling Joy for Large Classes

Joy isn’t just for small seminar rooms; it is equally powerful in large lecture halls. In fact, joyful teaching may be even more important when students risk feeling lost in the crowd.

Here are a few scalable strategies:
- Create a Class Playlist: Let students contribute songs and play them before class begins to set a positive tone.
- Quick Icebreakers or Polls: Start class with a low-stakes question or prompt that encourages interaction.
- Digital Scavenger Hunts: Use online tools for creative, content-linked challenges.
- Infographic Partner Work: Students create visual summaries of key concepts together.
- Pop Culture Connections: Use memes or relevant songs to reinforce course material and spark discussion.
These small touches can build community and make content feel more relevant without a full course redesign.

Key Takeaway

Joyful learning doesn’t have to involve elaborate plans or major changes to your teaching. In fact, it often emerges from small, intentional moments that make the classroom feel more human, more connected, and more alive. You don’t need to overhaul your entire lesson; just try one simple idea that adds a spark of joy to your students’ experience and see where it leads.

These joyful moments can increase engagement, deepen connection, and foster a more positive learning environment. Most importantly, by weaving joy into our teaching, we have the invaluable opportunity to inspire a lifelong love of learning, one that reaches far beyond the walls of the classroom.

AI Disclosure: ChatGPT was used for basic copyediting and general proofreading to check for redundancies and identify grammatical and word usage errors. It was also used to inspire ideas for the title of the article.

Robin Wolpinsky, EdD, is a clinical assistant professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her background and expertise are in school psychology, human development, special education, and adult learning. Dr. Wolpinsky is deeply committed to cultivating student success.

References

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group (USA) Inc.

Forbes, L. (2021). The process of play in learning in higher education: A phenomenological study. Journal of Teaching and Learning. 15(1), 57-73.

Forbes, L. & Thomas, D. (2022). Professors at Play Playbook. Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Purinton, E. & Burke, M. (2019). Student engagement and fun: evidence from the field. Business Education Innovation Journal, 11(2), 133-140.

Rice, M. (2022). Human growth and learning: Setting the stage. In Forbes, L. & Thomas, D. Professors at Play Playbook (pp. 92-93). Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Rylance-Graham, R. (2024). The lived experience of play and how it relates to psychological well-being: An interpretive phenomenological analysis (IPA) study amongst undergraduate students from medicine, nursing, and allied health professions’ programmes in the United Kingdom. Nursing Research and Practice. Apr 3;2024:7871499. doi: 10.1155/2024/7871499.

Tapp, F. (2020, January 9). Kids need brain breaks – and so do adults. Brain Facts. https://www.brainfacts.org/thinking-sensing-and-behaving/learning-and-memory/2020/kids-need-brain-breaks-010920

Whitton, N. & Moseley, A. (2019). Play and learning in adulthood. In Whitton, N. & Moseley, A. Playful Learning: Events and Activities to Engage Adults. (pp. 12-24). New York: Routledge.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing, LLC.
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September 19, 2025
From Lectures to Laughter: Strategies to Spark Joy in the Classroom – Faculty Focus
In the fast-paced, demanding world of college education, joy might not be the first thing that comes to mind when we think about teaching. But bringing joy into the classroom can make a real difference; it boosts student engagement, sparks creativity, and supports academic success. Joyful learning is about building a space where curiosity can thrive, where students feel safe making connections, asking questions, and taking intellectual risks. When instructors intentionally weave joy into their teaching, they help students tap into their own motivation and foster a stronger sense of community and belonging. This article takes a closer look at how joyful pedagogy can turn the college classroom into a vibrant, supportive environment where students truly flourish.

What is Joyful Pedagogy?

Joyful pedagogy is an approach to teaching that fosters enthusiasm, engagement, and a deep sense of connection to learning. It cultivates the emotional and intellectual well-being of students by integrating curiosity, creativity, and meaningful collaboration into the learning process. According to Zull (2011), when students experience joy in learning, their brains are more receptive to new information, leading to deeper understanding and retention. This approach moves beyond traditional lecture-based instruction, incorporating active learning strategies and, yes, even some laughter along the way. Joyful pedagogy recognizes that students are more likely to succeed academically and personally when they feel a sense of ownership over their learning and when the classroom environment is supportive and stimulating.

By incorporating joyful teaching practices, educators create welcoming classrooms that inspire critical thinking and collaboration. Additionally, joyful pedagogy embraces flexibility and adaptability, allowing for various instructional methods that meet students’ individual needs.

The Power of Play

One powerful tool for cultivating joy in learning is play, something often overlooked in higher education. Play isn’t just for children; it’s an essential part of learning at all ages. Forbes and Thomas (2022) highlight that play supports overall well-being and serves as a meaningful pathway to learning, even for adult learners. In the classroom, play sparks joy, which can help reduce stress, boost optimism and resilience, and foster a more positive learning environment (Rylance-Graham, 2024).

Importantly, bringing joy into the learning process doesn’t mean sacrificing academic rigor. High expectations and challenging coursework can be upheld while making room for playful, joyful moments. In fact, play can offer much-needed balance, especially when tackling serious or emotionally heavy content (Forbes, 2021).

Research shows that enjoyment during learning increases blood flow to the brain, enhancing cognitive functioning (Purinton & Burke, 2019). When play and joy are intentionally woven into instruction, students often feel more connected to their professors and peers, relationships that can, in turn, motivate them to meet and exceed academic expectations (Forbes et al., 2022).

Play promotes flexible and creative thinking and increases productivity (Brown, 2009). It naturally draws students in, helping them engage more deeply and look forward to class. Because play is intrinsically motivating, it can shift how students relate to learning itself (Whitton & Moseley, 2019). Simply put, when students experience joy in learning, their engagement and their performance can thrive.

Practical Strategies for Infusing Joy

How can instructors bring joy into their day-to-day teaching? Below are two simple yet effective and easily adaptable strategies I’ve used in my courses.

On the first day of my Introduction to Special Education course, I arrive with a large sheet of poster paper and a collection of colorful paper scraps varied in shape, size, and color. As students enter the room, I invite each of them to choose a scrap of paper, any one they like. Before we begin introductions or any of the “usual” first-day business, I ask them to tape their chosen piece onto the poster, wherever they feel it belongs. Once everyone has placed their scrap of paper, I ask the following questions:
- Why did you choose the piece you did?
- Why did you place it where you did?
- What do you notice about the overall design the group created?
- Why do you think I started class this way?
- What might this activity represent?
This simple yet engaging activity sparks curiosity and sets the tone for a semester rooted in exploration, connection, and reflection. While I can’t take full credit for the idea, it’s an activity shared by Marilyn P. Rice in the Professors at Play Playbook (2022), I’ve made it my own by adding a meaningful twist. I save the class poster and bring it back on the last day of the semester, hang it on the board, and ask the students if they remember creating it. Then I ask some reflective questions such as
- How has your understanding of individual learners evolved since placing your scrap of paper on this poster?
- How might this visual metaphor reflect the diversity you’ll encounter in your future classrooms?
- What can you do to ensure every student feels like their “scrap of paper” belongs in your classroom?
The responses are always thoughtful, creative, and deeply personal. It’s a powerful way to bookend our learning journey and leave students with a lasting impression of the value of joy, inclusion, and connection in education.

To adapt the end-of-semester reflective questions to be relevant to a broader range of disciplines, the following could be posed:
- How have you grown or changed since that first day?
- What did you learn from your peers that has stayed with you?
- Why do you think we’re revisiting this activity now, at the end of the course?
- How might this visual metaphor of “many parts making a whole” guide you in your future classes, work, or life?
Alternatively, students could choose a second paper scrap to place on the poster, symbolizing their “after” self, creating a kind of before-and-after reflection.

Another example of joyful pedagogy involves using visual exploration to spark creativity and deepen understanding. While exploring the question “What is literacy?” I asked students to work in teams of two or three and head outside with their phones. Their task was simple: find and photograph something they believed represented literacy. They had 15 minutes to explore and return to class.

Once they returned, each group uploaded their photo to our online discussion platform. I projected the images for the whole class to see, and each team took a moment to explain why they chose their particular representation. The results were diverse, creative, and often surprising, ranging from street signs and murals to sculptures or even a menu spotted in an unexpected place.

This activity was not only fun and energizing, but it also prompted meaningful discussion about how literacy can take many forms in our everyday lives. It encouraged students to think beyond traditional definitions and consider how literacy shows up in the world around them.

Even better, this type of activity is easy to adapt to nearly any course topic. Whether you’re exploring themes like equity, identity, community, or content-specific concepts, inviting students to find and share visual representations brings movement, creativity, and fresh perspective into the learning experience.

If the aforementioned activities don’t quite fit your style, there are infinite ways to infuse joy into your teaching. For example, send students outside with chalk to solve a problem or equation on the sidewalk. Having students take a photo of their completed work to share with the class adds a collaborative element. Another example is to ask small groups of students to create and perform a short skit or role play to demonstrate a concept. This activity can add some fun along with a deeper layer of learning and engagement.

Bringing in board games or puzzles that connect to your course content is another engaging way to reinforce key concepts and spark curiosity. You can also flip the challenge by asking students to design their own games that relate to what they’re learning.

Even a quick three-minute brain break after 30 minutes of teaching can make a big difference. Ask students to stand up if possible and set aside all devices before the break begins. A brain break might include box breathing, stretching, structured movement, or a brainteaser. There are many resources available for brain break ideas, and they range from seated breathing exercises to dancing and everything in between. These quick pauses support focus and concentration, reduce stress, and contribute to a more positive learning experience (Tapp, 2020). Brain breaks can also help combat mental fatigue and give students a much-needed cognitive recharge.

Scaling Joy for Large Classes

Joy isn’t just for small seminar rooms; it is equally powerful in large lecture halls. In fact, joyful teaching may be even more important when students risk feeling lost in the crowd.

Here are a few scalable strategies:
- Create a Class Playlist: Let students contribute songs and play them before class begins to set a positive tone.
- Quick Icebreakers or Polls: Start class with a low-stakes question or prompt that encourages interaction.
- Digital Scavenger Hunts: Use online tools for creative, content-linked challenges.
- Infographic Partner Work: Students create visual summaries of key concepts together.
- Pop Culture Connections: Use memes or relevant songs to reinforce course material and spark discussion.
These small touches can build community and make content feel more relevant without a full course redesign.

Key Takeaway

Joyful learning doesn’t have to involve elaborate plans or major changes to your teaching. In fact, it often emerges from small, intentional moments that make the classroom feel more human, more connected, and more alive. You don’t need to overhaul your entire lesson; just try one simple idea that adds a spark of joy to your students’ experience and see where it leads.

These joyful moments can increase engagement, deepen connection, and foster a more positive learning environment. Most importantly, by weaving joy into our teaching, we have the invaluable opportunity to inspire a lifelong love of learning, one that reaches far beyond the walls of the classroom.

AI Disclosure: ChatGPT was used for basic copyediting and general proofreading to check for redundancies and identify grammatical and word usage errors. It was also used to inspire ideas for the title of the article.

Robin Wolpinsky, EdD, is a clinical assistant professor in the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University. Her background and expertise are in school psychology, human development, special education, and adult learning. Dr. Wolpinsky is deeply committed to cultivating student success.

References

Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York: Penguin Group (USA) Inc.

Forbes, L. (2021). The process of play in learning in higher education: A phenomenological study. Journal of Teaching and Learning. 15(1), 57-73.

Forbes, L. & Thomas, D. (2022). Professors at Play Playbook. Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Purinton, E. & Burke, M. (2019). Student engagement and fun: evidence from the field. Business Education Innovation Journal, 11(2), 133-140.

Rice, M. (2022). Human growth and learning: Setting the stage. In Forbes, L. & Thomas, D. Professors at Play Playbook (pp. 92-93). Pittsburgh, PA: Carnegie Mellon University: ETC Press.

Rylance-Graham, R. (2024). The lived experience of play and how it relates to psychological well-being: An interpretive phenomenological analysis (IPA) study amongst undergraduate students from medicine, nursing, and allied health professions’ programmes in the United Kingdom. Nursing Research and Practice. Apr 3;2024:7871499. doi: 10.1155/2024/7871499.

Tapp, F. (2020, January 9). Kids need brain breaks – and so do adults. Brain Facts. https://www.brainfacts.org/thinking-sensing-and-behaving/learning-and-memory/2020/kids-need-brain-breaks-010920

Whitton, N. & Moseley, A. (2019). Play and learning in adulthood. In Whitton, N. & Moseley, A. Playful Learning: Events and Activities to Engage Adults. (pp. 12-24). New York: Routledge.

Zull, J. E. (2011). From brain to mind: Using neuroscience to guide change in education. Stylus Publishing, LLC.
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September 19, 2025
Supporting the Student Researcher: Effective Teaching, Learning, and Engagement Strategies – Faculty Focus

Higher education provides students with the opportunity to participate in a diverse range of academic programs that facilitate further exploration beyond the classroom. Participating in a guided research project offers valuable exposure to discipline-specific inquiry. Under the mentorship of a faculty research advisor, students gain critical skills such as project management, research methods, and early professional development. While the roles and responsibilities of the research advisor can vary depending on the type of research (e.g., human subjects, qualitative, quantitative, mixed methods), there are commonalities in how to best support student researchers. These strategies highlight best practices along with other important considerations for research advisors.

Traditionally, a research advisor guides and oversees student-led research by providing pivotal insight and direction throughout the project (National Academy of Sciences, 2009). The advisor plays a vital role in ensuring that the student follows ethical standards and guidelines. Beyond its formal role, research advisors also serve as mentors who motivate, encourage, and support students as they develop intellectually and professionally. They also create a protected and affirming space for students to be vulnerable in instances of uncertainty as the research project progresses. This dual function as both advisor and mentor has a lasting impact on students’ academic success and career trajectories. Through intentional mentorship and guidance, research advisors help students cultivate scholarly excellence, professional competence, and life skills that extend beyond the academic environment into daily activities.

There are several considerations that may cause faculty members to feel apprehensive about serving as research advisors, especially since these responsibilities extend beyond classroom instruction. This includes increased teaching loads, required committee responsibilities, professional development, community service, and administrative duties (Springer et al., 2023). Balancing these institutional demands can be overwhelming. These expanding roles and expectations contribute significantly to faculty fatigue, often leading to demoralization and persistent stress. Additionally, a student’s aptitude, skills, level of independence, and overall capacity for college-level research can also add to the complexity of serving as a research advisor.

Teaching, Learning, and Engagement Strategies

The advisor role aligns with several teaching and educational philosophies. Notably, Behaviorism (stimuli, reinforcement, and environment) and Essentialism (back to the basics) are all useful. These conceptual and philosophical frameworks are demonstrated in each of the posited strategies through the intentional use of engaging activities and techniques. Also instructive is Jean Piaget’s philosophy, which emphasizes a hands-on approach that focuses on active learning and interaction, which leads to the student’s self-exploration and discovery (Uzun, 2024). Promoting engagement that fosters problem-solving and critical thinking is especially important in the student-researcher-advisor relationship. Serving as a research advisor also requires employing an eclectic approach in relation to teaching and educational philosophies. Throughout each of the following strategies, it is imperative that the student’s learning and each engagement opportunity are meaningful, productive, and place the student researcher at the center of the collaboration. Each of these strategies presents teachable moments not only for students but also for the research advisor. The implementation of each plan to support the student, specifically how and why it is addressed.

Assess Students’ Readiness for Research

Conducting a low-stakes, informal assessment of the students’ interests, strengths, and areas of opportunity is a good starting point. Prior involvement with the student, due to their having taken a course with the faculty, may have already allowed for a preliminary assessment of the student’s preparedness for college-level research. In the absence of experience working with the student, one quick assessment method is to explore the student’s understanding of the research project more deeply. Engage in active listening, ask insightful and probing questions, and allow the process to unfold naturally. This encourages the student to demonstrate what they know about producing a noteworthy project. Students have a wide range of learning styles, competencies, and abilities. The goal is not to judge but to assess through an objective lens. This strategy enables faculty to make informed decisions about the commitment level, existing competencies, and overall student needs when undertaking scholarly research (Sharp, 2002).

Model Behavior and Coach for Success

Engaging students outside of the classroom also allows faculty to demonstrate other skill sets. The research advisor should conduct themselves in a manner that shows students ways to interact with various research stakeholders and how soft skills can be applied across different contexts. Much of the advisor’s time is spent monitoring and supporting the student. It is also imperative that the student is empowered and given the space to work independently, which is vital to students’ metacognition (Howlett, 2021). Research can be daunting; therefore, a key part of the coaching process involves implementing activities and providing affirming feedback that keeps the student engaged and interested. This strategy is essential because it supports students in gaining the requisite proficiencies as a researcher and collaborating with others.

Introduce and Teach Project Management Skills

Prioritizing tasks and effective time management are valuable skills that can enhance a student’s academic, professional, and personal life. Monitoring and evaluating overall goals and objectives promote the success of the research project. A practical approach to this strategy is to assign the student small tasks with specific timelines and deliverables, then provide incremental feedback. Scheduling project meetings to identify immediate tasks and priorities helps students understand and appreciate how to manage projects effectively. Clearly defined due dates, which may sometimes be inflexible, must be communicated (Sharp, 2002). Students are empowered when given relevant information, as well as a clear understanding of each phase of the research project. Adopting this strategy is a value-added benefit for students, as it reduces the likelihood of missed deadlines and critical deliverables throughout the project cycle.

Create a Safe Space for New Experiences and Growth

Naturally, some students may feel intimidated or unsure about how the student-faculty research collaboration will proceed. Uncertainty is expected since this is a new role and experience. It is notably different from previous instructor-student interactions that existed in the classroom. While the faculty advisor anticipates various outcomes, the student also has expectations related to faculty expertise and creativity, as well as benefiting from their full support and constructive criticism (Abbas, 2020). The research advisor must ensure that a safe environment is created for the student to feel empowered to share alternative or completely different viewpoints on various aspects of the research project. Maintaining a safe environment also encourages collaboration, student growth, and overall development. Using this strategy creates an environment of trust, teamwork, and mutual respect.

Finally, regardless of the size or type of institution, service and student engagement activities are viewed positively in higher education. Serving as a research advisor gives faculty the chance to showcase what they do outside the classroom. A large part of their time is dedicated to meeting teaching and learning responsibilities, for which they are evaluated on annually. Great effort is also made to ensure that faculty adequately support students with academic challenges. Taking on the role of research advisor also allows high-achieving students to be engaged. Additionally, this role supports and addresses the needs of students with aspirations for graduate studies, those seeking more challenging opportunities, or who have a general interest in scholarly research. Ultimately, it is a win-win situation for both the student and the faculty member who takes on this important role.

Curtis L. Todd, PhD, is Professor of Social Work in the School of Arts and Sciences at Atlanta Metropolitan State College, where he also provides instruction in Criminal Justice. Quintero J. Moore, MD, is Assistant Professor of Biology in the School of Arts and Sciences at Atlanta Metropolitan State College.

References

Abbas, A., Arrona-Palacios, A., Haruna H., and Alvarez-Sosa, D. 2020. Elements of students’ expectation towards teacher-student research collaboration in higher education. Frontiers in Education Conference (FIE): IEEE.

Howlett, M.A., McWilliams, M.A., Rademacher, K. et al. 2021. Investigating the Effects of Academic Coaching on College Students’ Metacognition. Innovative Higher Education: Springer Nature.

National Academy of Sciences, National Academy of Engineering (US) and Institute of Medicine (US) Committee on Science, Engineering, and Public Policy. (2009). On Being a Scientist: A Guide to Responsible Conduct in Research – Advising and Mentoring. 3rd Edition. National Academies Press: National Academy of Sciences.

Sharp, J.A., Peters, J., & Howard, K. (2002). The Management of a Student Research Project. 3rd Edition. Routledge: Taylor & Frances Group.

Springer, A., Oleksa-Marewska, K., Basinska-Zych, A., Werner, I., and Bialowas, S. (2023). Occupational burnout and chronic fatigue in the work of academic teachers-moderating role of selected health behaviours. National Library of Medicine: PLoS One.

Uzun, Aylin. 2024. Education Based on Piaget’s Theory. Research In Educational Sciences-I: IKSAD.

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September 17, 2025
Strategies for Personalized Learning in AI Age (opinion)
How do we teach effectively—and humanly—in this age of AI?

New advances in artificial intelligence break news at such a rapid pace that many of us have difficulties keeping up. Dinuka Gunaratne gave a detailed summary of many different AI tools in his “Carpe Careers” article published in July; yet more tools will likely appear in the next months and years in an exponential explosion. How do we, as educators (new and established Ph.D.s) design curriculum and classes with these new AI tools being released every few weeks? How do we design effective assignments that teach critical analysis and logical thought while knowing that our students, too, have access to these tools?

Many existing AI tools can be used to assist with course design. However, I will provide some insight on methods of pedagogy that emphasize personalized learning regardless of what new technology becomes available.

Some questions educators are now thinking about include:
1. How do I design an assignment so the student cannot just prompt an AI tool to complete it?
2. How do I design the course so that the student can choose whether or not to use AI tools—and how do I assess these two groups of students?
Below, I outline some wise teaching practices with an eye toward helping students develop core skills including critical thinking, problem-solving, teamwork, creativity and—the most essential skill of all—curiosity.

Making the Most Out of Class Time

An effective course utilizes a combination of teaching strategies. I outline three here.
1. Make sure that your class is generative so that when you give an assignment, it reaches as far back as day one. A generative learning model is one in which each week is built upon the previous one, and in which a student is assessed on the knowledge they have cumulatively accrued.
1. Hold interactive in-person activities in each class, building upon the previous assignments and content.
2. Flip the classroom so that class time is used for discussion and not a monologue presentation from you. If you can assign videos or reading assignments for students to view or read prior to class, then you can use class time to discuss the content or reinforce the learning with group activities.
Here is an example of combining these tools in the buildup to a presentation from one of my classes.
- Week 1: Each student writes and brings a one-page summary of their research so that peers can provide feedback. I provide feedback training in class before the peer readings take place.
- Week 2: Using the peer feedback of the summary, each student creates one slide summarizing their research for a three-minute thesis (3MT) and brings the slide to class to receive peer feedback.
- Week 3: Students practice presentation skills through an activity called “slide karaoke,” in which a student has one minute to present a simple slide they have never seen before. They are then given feedback by peers and the instructor on general presentation skills. I provide peer feedback training before the presentations.
- Week 4: Students implement the general feedback from slide karaoke and give practice 3MT presentations to receive specific peer and mentor feedback on the content. These mentors are usually students from the year before who revisit the class.
- Week 5: Students give the final 3MT in front of judges and peers for evaluation.
- Week 6: Students write a summary of what was learned from the entire generative experience.
This sequence of assignments is personalized so that the final report can only be about the student’s individual experience. While students might want to use AI tools to edit or organize their ideas, ChatGPT or other AI tools cannot possibly know what happened in the classroom—only the student can write about it.

For larger classes in which a presentation from each student may not be possible, here is another example.
- Week 1: A video or reading assigned to students to view/read before class discusses the basics of DNA and inheritance. An in-class assignment involves a group discussion on Mendelian inheritance problem sets.
- Week 2: Before class, students read an article on how DNA is packaged; the in-class discussion focuses on the molecules involved in chromatin structure.
- The next classes all have either prereads or videos, which students discuss in class, and the content builds up to a more complex genetic mechanism, such as elucidating the gene for a disease. The final report could be “summarize how one could find a gene responsible for a certain disease using the discussion points we had in class.” In this scenario as well, the student is taking the personalized class experience and incorporating the ideas into the final report, something that cannot be wholly outsourced to any AI tool.
If you decide to embrace AI tools in the classroom, you can still teach critical thinking and creativity by asking the students to use AI to write a report on a topic discussed in class—and then in part two of the assignment, ask them to assess the AI-generated report, cite the proper references and correct any mistakes, content or grammar-wise.

I sometimes show an example of this in class to demonstrate to students that AI makes mistakes, rather than giving it as an assignment. But it is something you might want to try making an optional method for an assignment. Students can declare whether they used AI or not on their submission. As an instructor, you will need to design two rubrics for these different groups. Group one will have a rubric based on content, grammar, references, logical thought and organization, and clarity. Group two (those who use AI) will have a rubric consisting of the same components in addition to an evaluation of how well the student found the AI mistakes.

Applying for Teaching Positions

If you are applying for a teaching position, you should address AI in your teaching dossier and how you may or may not incorporate it—but at the very least, discuss its effects on higher education. Many articles and books on this topic exist, including Teaching with AI: A Practical Guide to a New Era of Human Learning, by José Antonio Bowen and C. Edward Watson (Johns Hopkins Press, 2024); Robot-Proof: Higher Education in the Age of Artificial Intelligence, by Joseph E. Aoun (MIT Press, 2017); and Generative AI in Higher Education, by Cecilia Ka Yuk Chan and Tom Colloton (Routledge, 2024).

Yet even as we consider how to integrate AI in our teaching, we must not forget the human experience at work in all that we do. We can emphasize things like 1) encouraging students to meet with us in person or even for a walk as opposed to a virtual meeting and 2) assessing what emotions students bring to the meeting or class and how that may affect the dynamics. We as educators should harness the human side of teaching, including the classroom experience and the in-class group work, so that the “final” assessments build directly out of these personalized learnings.

For those venturing into a career that involves teaching or mentoring, develop teaching strategies and tools that center the human experience and include them in your teaching dossier. Your application will shine.

Nana Lee is the director of professional development and mentorship, special adviser to the dean of medicine for graduate education, and associate professor, teaching stream, at the University of Toronto. She is also a member and regional director of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.
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September 15, 2025
9 Proven Strategies for 2025
Reading Time: 12 minutes

Steady lead generation for colleges and universities is what keeps enrollment strong. Without a consistent flow of qualified inquiries, even the best programs struggle to meet their targets. The challenge, however, is that prospective students now have more options than ever, online and on campus, at home and abroad. Competing for their attention requires more than just a few ads or a static website; it demands a thoughtful, multi-channel strategy that builds trust and delivers value.

The good news is that digital marketing offers powerful tools to do just that. From content that tells your school’s story to SEO, social media engagement, targeted ads, and personalized email campaigns, every channel plays a role in capturing interest and moving students closer to enrollment. Add in technologies like CRM systems, chatbots, and virtual events, and institutions can create highly tailored experiences that convert browsers into applicants.

This article explores nine proven strategies to boost lead generation for higher education in the current industry. We’ll highlight real-world examples, including case studies from HEM’s own work, and show how combining smart tactics with the right technology can help your institution attract, nurture, and convert more qualified student leads.

Struggling with lead generation?

Our expert digital marketing services can help you attract and enroll more students!

1. Leverage Content Marketing to Attract and Engage Prospective Students

Content marketing is one of the most reliable ways for higher education institutions to generate quality leads. By creating blog posts, videos, and downloadable guides that address real student questions, schools can attract organic traffic, build trust, and guide prospects through the enrollment funnel. Effective content also boosts SEO, keeping your institution visible when students search for programs or career paths.

How can content marketing help universities generate more leads? Content marketing attracts prospective students by answering their questions and showcasing institutional strengths. Blogs, guides, and videos build trust, improve SEO visibility, and highlight success stories. This engagement draws high-intent visitors to program pages, where they can convert into inquiries or applications.

Example: Discovery Community College’s official blog uses program-specific keywords in post titles to boost SEO. For example, one post is titled “3 Great Skills to Practice During Your Accounting and Finance Program,” directly incorporating the Accounting and Finance program name. This keyword-focused approach makes it far more likely that the content appears in search results when potential students are googling that training area. By optimizing blog content for high-intent queries, Discovery Community College increases its visibility to the right audience and draws in quality traffic (prospects already interested in those programs).

Source: Discovery Community College

Gated content like e-books or checklists can add another layer—prospects are more willing to share contact details if the resource provides clear value, such as a scholarship checklist or career outlook guide.

2. Optimize Your Website for Search Engines (SEO)

Even the best content won’t generate leads if students can’t find it. That’s why SEO is essential. Since most students begin their school search online, ranking on the first page of Google for program- and location-based keywords (“MBA programs in Canada,” “best nursing degree in Ontario”) is critical. The higher you rank, the more qualified traffic you attract.

Effective SEO starts with understanding what prospective students are searching for and weaving those terms naturally into your program pages, blog posts, and FAQs. On-page basics, like strong titles, meta descriptions, mobile-friendly design, and fast load times, should work hand in hand with technical SEO and local optimization.

How can universities leverage SEO to improve their lead generation efforts? SEO boosts visibility when students search for programs, scholarships, or career outcomes. By optimizing program pages, blogs, and local listings with relevant keywords, universities appear in top search results. This organic traffic delivers high-intent leads, students actively seeking education opportunities, directly into the recruitment funnel.

Example: Partnering with HEM, Cumberland College invested in multilingual SEO, optimizing its website in both English and French. Within a year, organic traffic grew by 27.5%, and leads from SEO traffic surged by 386%. This data-driven strategy directly fueled a 20–35% increase in new enrollments, proving how powerful SEO can be for lead generation for higher education.

Source: Higher Education Marketing

3. Optimize Your Website’s Landing Pages and Lead Capture Forms

Attracting visitors is only half the battle; converting them into leads is what drives enrollment. Landing pages and inquiry forms are at the heart of conversion rate optimization (CRO) for higher education. With education landing pages averaging a 4.5% conversion rate, small improvements can mean a big jump in inquiries. To maximize results:
- Mobile-first design: Students browse on their phones, so pages must load fast and display seamlessly.
- Clear, concise copy: Use scannable headlines and bullet points to highlight benefits.
- Prominent CTA: Each page should push one clear action: “Request Info” or “Register Now,” with an eye-catching button.
- Short forms: Ask only for essential info (name, email, program interest). Long forms create friction.
- Trust signals: Add student testimonials, alumni outcomes, or accreditation badges to reassure visitors.
Example: The Academy of Learning Career College’s landing pages highlight clear program benefits and unique selling points to persuade visitors. AOLCC outlines its proposition value on landing pages, essentially listing what students gain from the program, and expands on each point to hold interest. By foregrounding these program benefits, AOLCC’s pages effectively communicate value and encourage prospects to take the next step (e.g., request info or apply).

Source: AOLCC

4. Implement Chatbots and Live Chat for Instant Engagement

Today’s prospective students expect instant answers when they land on a university website. Chatbots and live chat make that possible, engaging visitors the moment they arrive instead of waiting for them to stumble upon a form. A chatbot that greets with a simple “Do you have questions about admissions or programs?” lowers barriers, creates an immediate connection, and often captures leads that would otherwise leave without taking action.

Configured well, education chatbots can handle common questions around deadlines, prerequisites, or housing 24/7. When a query requires a human touch, they can hand off to a live staff member or at least collect contact details for follow-up. This style of communication appeals especially to Gen Z, who spend significantly more time on messaging apps than older generations and respond well to the casual, conversational tone of chat.

Example: Unity Environmental University launched an AI virtual agent named “Una” to assist prospective students in finding suitable programs and navigating the application process. According to Unity’s press release, Una is available 24/7 as a personalized guide, providing instant answers about admissions and even helping complete application steps.

Source: Unity Environmental University

From a practical standpoint, institutions can blend live and automated support depending on resources. Staff-led chat during business hours provides personal attention, while chatbots can cover after-hours. The key is visibility: a small but inviting chat icon, integrated with your CRM to capture leads automatically, turns your site into an “always-on” recruitment assistant. In higher education lead generation, that combination of accessibility, speed, and personalization is increasingly what sets strong digital strategies apart.

5. Harness the Power of Social Media Platforms

Social media remains one of the most powerful tools for lead generation for colleges. Prospective students spend hours daily on platforms like Instagram, TikTok, Facebook, LinkedIn, and X. Making these spaces essential for reaching and engaging them. Each channel serves a slightly different role: Instagram and TikTok connect best with high school and undergraduate audiences, LinkedIn appeals to graduate and professional prospects, while Facebook often reaches parents and working adults.

What role do social media platforms play in lead generation for higher education institutions? Social media connects universities with prospects where they already spend time. Authentic posts, student takeovers, and targeted ads spark awareness, build community, and drive traffic to lead forms. Engagement nurtures interest over time, transforming casual followers into applicants and amplifying recruitment campaigns.

To generate leads, institutions should focus on consistent posting, authentic storytelling, and quick responses to comments or direct messages. Content like student takeovers, alumni testimonials, and “day in the life” videos resonates strongly, helping prospects envision themselves at your school.

Example: The University of Cambridge leverages authentic, student-led “Day in the Life” videos on its official channels (website, YouTube, TikTok) to showcase everyday student experiences. These videos are produced through the university’s own outlets, not third-party media, ensuring they are direct primary sources from Cambridge. For instance, Cambridge’s Faculty of Law features a “Day in the life of a Law student” video on its official site and YouTube, where “three first year Law students, Robbie, Katie and Scott, give us an insight into a typical day in their lives, using hand-held cameras”. In this video, the students themselves film their lectures, study sessions, and social activities, offering a genuine glimpse into daily life in Cambridge.

Source: University of Cambridge

Done well, social media builds community, nurtures awareness, and funnels engaged viewers toward applications or info requests.

6. Invest in Targeted Paid Advertising (SEM & Social Ads)

While organic search and social media build long-term visibility, paid advertising can accelerate lead generation for colleges by reaching the right students at the right time. Search engine marketing (SEM), such as Google Ads, is especially valuable for competitive programs or new offerings that don’t yet rank organically. Targeting keywords like “online MBA in healthcare” ensures your ads appear when students are actively searching, capturing high-intent leads ready to convert.

On social platforms, precise targeting by age, interests, location, or even undergraduate major allows you to reach audiences that align with your programs. Retargeting campaigns are equally powerful, reminding visitors who viewed your site or started an application to take the next step.

Example: Stenberg College leveraged Google Ads to attract more qualified leads for its healthcare and nursing programs. HEM’s case study notes that Stenberg uses Google Ads as a “key marketing tool to recruit students,” and with HEM’s expertise, the college’s ads now generate both more leads and better-qualified leads for admissions. The partnership allowed Stenberg to optimize keywords, ad creatives, and targeting, resulting in improved ROI on their ad spend and a healthier enrollment pipeline.

Source: Higher Education Marketing

7. Nurture Leads With Email Marketing and Marketing Automation

Capturing a lead is only the start. The real work begins with nurturing that interest into enrollment. Email marketing remains one of the most powerful tools in higher ed lead generation, delivering an estimated ROI of $36 for every $1 spent. Students also welcome it: surveys show nearly 70% prefer to hear from institutions via email.

The key is relevance. Segment leads by program, stage in the decision journey, or demographics, and tailor messages accordingly. Personalization should go beyond using a first name. It should highlight specific programs, address common concerns, or share stories aligned with student interests. Mapping emails to the student journey also ensures prospects receive the right content at the right time, from early-stage guides to deadline reminders.

Example: By developing email campaigns tailored to specific learner personas (“Emailing with Intention”), McMaster’s Continuing Ed achieved email engagement far above industry benchmarks. In fact, its automated drip emails earned about a 27.9% open rate, outperforming average open rates (~21.5%) for education emails. This persona-driven strategy was recognized with national marketing awards, underscoring how segmenting messaging to audience needs leads to more engaged prospects and higher conversion potential.

Source: McMaster University

8. Host Events and Leverage Virtual Engagement Opportunities

Events remain one of the most effective lead generation tools in higher education because they let prospects experience your institution firsthand. In-person open houses, campus tours, and information sessions build emotional connections as students meet faculty, see facilities, and imagine themselves on campus. From a lead gen perspective, event registrations and check-ins capture valuable contact information, which can then be nurtured with timely follow-up emails or calls.

Virtual events have expanded this reach even further. Online open houses, live webinars, and 360° virtual tours allow schools to engage international prospects and those unable to travel. The University of Bristol, for example, hosts a dedicated page for virtual campus and city tours, giving global audiences a way to explore on their own time.

Example: Bristol has embraced virtual engagement to reach students globally. The university maintains a dedicated page for virtual events and tours, where prospects can take self-guided 360° campus tours and even explore the city online. During the pandemic, such virtual open days were crucial: over half of UK prospective students surveyed (59%) attended at least one virtual open day. By offering rich virtual events and tours, the University of Bristol kept students engaged during lockdowns and expanded its reach beyond those able to visit in person. This virtual strategy not only sustained interest through difficult times but continues to complement in-person events as a convenient lead generator.

Source: Bristol University

The most effective events, whether in-person or online, blend interactivity with personal connection. Live chats, Q&As, and student ambassador involvement ensure attendees feel engaged, while follow-up communications help convert that interest into applications.

9. Utilize CRM Systems and Data Analytics to Refine Your Outreach

Behind every strong lead generation program is a system that manages, tracks, and optimizes outreach. A Customer Relationship Management (CRM) platform, such as HubSpot, Slate, or HEM’s own Mautic CRM, centralizes prospect data, automates follow-ups, and makes it easier to measure performance.

Every new lead, whether from a form, ad, or event, flows into the CRM, where it can be segmented, scored, and assigned to counselors. Automated workflows ensure timely engagement: for example, sending a personalized welcome email immediately after an inquiry and triggering reminders if no action follows.

Example: Michael Vincent Academy overhauled its recruitment process by adopting a customized CRM automation solution with HEM. Michael Vincent Academy automated key workflows using the CRM, which dramatically improved efficiency in managing inquiries. Staff could spend less time on manual follow-ups and more on building relationships with prospects. The result was a smoother funnel, inquiries were responded to promptly, and no prospective student fell through the cracks, ultimately leading to higher enrollment yields.

Source: HEM

Analytics make this even more powerful. By monitoring lead sources, campaign performance, and student behaviors, institutions can refine targeting and invest where returns are strongest. Business School Lausanne, for instance, leverages data insights to optimize international outreach and ensure global diversity in recruitment.

In short, a data-driven CRM approach ensures no lead slips through the cracks and every prospect receives timely, personalized attention.

Integrating the 9 Strategies Into a Cohesive Lead Generation Plan

Effective lead generation in higher education isn’t driven by one silver bullet; it’s the outcome of multiple strategies working together. Content fuels SEO, SEO drives visitors to optimized landing pages, social media and paid ads amplify your reach, while email and CRM workflows nurture prospects into applicants. Layered on top, data and analytics help refine every stage, creating a cycle of attraction, engagement, and conversion that grows stronger over time.

Real-world outcomes show the power of this integrated approach. Webster University Geneva reported a 30% surge in enrollments through digital marketing and timely follow-ups, while Cumberland College doubled its lead flow by combining SEO content with paid ads and social engagement. Even more targeted initiatives, like Queen Anne’s School’s multi-platform ad campaigns or McMaster University’s persona-based email drips, prove that each tactic can meaningfully contribute to the bigger picture when executed strategically.

Think of your role as designing a system that balances creativity with data. Keep testing new formats, from TikTok challenges to interactive quizzes, while staying agile to shifts like AI tools or evolving privacy rules. Above all, keep the student experience front and center: personalization, authenticity, and responsiveness are what today’s learners value most.

By applying the nine strategies outlined in this guide, your institution can not only attract more qualified leads but also convert them into enrolled students in a sustainable, scalable way. Lead generation may be challenging, but with a student-first mindset and a data-informed strategy, you’ll build a steady pipeline of future students ready to join your community.

Struggling with lead generation?

Our expert digital marketing services can help you attract and enroll more students!

Frequently Asked Questions

Question: How can content marketing help universities generate more leads?
Answer: Content marketing attracts prospective students by answering their questions and showcasing institutional strengths. Blogs, guides, and videos build trust, improve SEO visibility, and highlight success stories. This engagement draws high-intent visitors to program pages, where they can convert into inquiries or applications.

Question: What role do social media platforms play in lead generation for higher education institutions?
Answer: Social media connects universities with prospects where they already spend time. Authentic posts, student takeovers, and targeted ads spark awareness, build community, and drive traffic to lead forms. Engagement nurtures interest over time, transforming casual followers into applicants and amplifying recruitment campaigns.

Question: How can universities leverage SEO to improve their lead generation efforts?
Answer: SEO boosts visibility when students search for programs, scholarships, or career outcomes. By optimizing program pages, blogs, and local listings with relevant keywords, universities appear in top search results. This organic traffic delivers high-intent leads, students actively seeking education opportunities, directly into the recruitment funnel.
Source link
September 10, 2025
Practical Strategies for Interdisciplinary Teaching in Today’s University – Faculty Focus

Working in the College of Interdisciplinary Studies has shown me firsthand that our students face a world full of messy, tangled problems. Climate shifts, health crises, social divides, and tech changes do not fit neatly into one subject area. They need tools from many fields to tackle these issues. This teaching helps students blend ideas, think deeply across fields, and work well with people from varied backgrounds. Drawing from my experience teaching across subjects at Zayed University in Dubai, UAE, I want to share real ways teachers can build and run cross-subject courses that truly help students handle today’s complex world.

True interdisciplinary teaching goes beyond just putting different topics side by side. At our college, we have learned that it means weaving ideas, theories, and methods from many fields to examine a shared theme or question. This takes careful planning, a willingness to step outside your comfort zone, and a focus on working together. The aim is not to water down each subject but to strengthen them by showing how different ways of thinking can shed more light on tricky issues. I will share clear steps for building cross-subject courses, sparking talks across fields, checking how well students are blending ideas, and getting past common hurdles I have faced in my own teaching.

Building Interdisciplinary Courses: Choosing Scope and Mixing Knowledge

Creating a solid interdisciplinary course starts with a clear scope and thoughtful mixing of knowledge. In our college, we aim for courses where students see connections and blend insights rather than just stacking content from different fields. Often, this means finding a central theme, problem, or question that ties everything together. For example, a course on city growth might pull from earth science, social studies, money matters, and city planning. Choose fields that each add something vital to understanding your main topic. O’Sullivan (2025) suggests a “U-shaped learning” model for teaching across fields, focusing on two main skills: blending knowledge and putting it to work. This model shows learning as a path from understanding single subjects to gaining a mixed view that works in the real world.

Once you have set your central theme and chosen your fields, think about how to structure the course for sound mixing. In our college, we have succeeded in organizing units around sub-themes where different lenses are applied or using project-based learning where students work on complex problems that need input from many fields. Yang et al. (2024) studied adding interdisciplinary learning in nursing classes using games. They found this significantly boosted nursing students’ knowledge, skills, and attitudes, especially in talking with others, solving problems, and using what they learned. At our college, we map out how ideas from different fields will be introduced, how they relate, and how we will help students make these connections. This means readings from various fields, expert guest talks, or tasks that ask students to blend information from many sources.

Sparking Talks and Teamwork Across Fields

A sign of good interdisciplinary teaching is meaningful talk and teamwork among students from different backgrounds. In my classes, creating a space where students feel safe sharing ideas from their fields and respectfully engaging with different views is crucial. Teachers must be skilled guides, steering talks, handling conflicts, and helping students find common ground. Ways to boost cross-field talk include structured debates on complex issues, small group work with students from different fields, or case studies that need multiple viewpoints. The U-shaped learning model from O’Sullivan (2025) backs this kind of team learning since building people skills helps blend knowledge and put it to use.

Team projects have proven powerful for interdisciplinary learning. When students from different fields work on a shared problem, they must talk across subject lines, work through various approaches, and blend their varied skills and knowledge. Yang et al. (2024) found that mixing social service with cross-field learning in nursing exposed students to diverse challenges, which boosted their communication and problem-solving skills. In our interdisciplinary courses, we structure projects, so students take roles based on their field expertise while ensuring everyone helps blend the knowledge. Clear guidelines for group work, ways to handle conflicts, and checking individual work and group results are essential for successful interdisciplinary projects.

Checking How Well Students Blend Ideas

Checking student learning in an interdisciplinary course brings special challenges, as the goal is to test knowledge of single subjects and the ability to blend and use information from many fields. In our college, old testing methods, like exams on facts from one field, do not work well. Instead, we use assessments that show students’ ability to think critically, analyze deeply, and use mixed knowledge on complex problems. Examples include projects, research papers that blend sources from many fields, talks on solutions to real-world problems that use diverse views, or creating things (like policy briefs, design models, and media projects) that show mixed understanding. Yang et al. (2024) used number measures (tests before and after) and quality analysis of students’ thought journals to check course effectiveness and learning outcomes across fields.

Reflection also helps check interdisciplinary learning in our college. We ask students to think about their learning process, their challenges in mixing different views, and how their understanding has changed. This shows how they are developing cross-field skills. O’Sullivan (2025) notes that learning across fields involves building inner skills. Reflection tasks can help students develop these skills by pushing them to think deeply about their learning and the value of different field approaches. When creating assessments, our faculty ensure the scoring rubrics clearly state expectations and give students chances to show their skills meaningfully.

Wrapping Up

Crossing the space between fields through good interdisciplinary teaching is essential for preparing students to handle today’s complex world. By carefully designing courses that focus on mixing knowledge, sparking rich talk and teamwork, and using fitting assessment methods, teachers can create life-changing learning experiences. The insights from research on interdisciplinary learning models (O’Sullivan, 2025) and the proven benefits of mixed approaches in fields like nursing (Yang et al., 2024) offer valuable guidance. While interdisciplinary teaching brings unique challenges, the rewards of boosting students’ critical thinking, problem-solving, and teamwork skills are tremendous. In our College of Interdisciplinary Studies, we have seen how these practical methods create a complete learning setting, giving power to the next wave of thinkers and leaders who will tackle our world’s most pressing challenges.

Dr. Zeina Hojeij is a Professor at the College of Interdisciplinary Studies at Zayed University, where she has served since 2013, specializing in educational leadership and administration. With a doctorate in Educational Leadership from Saint Louis University, USA, and extensive experience in academic administration, she has held several key leadership positions, including Associate Dean for Faculty Affairs and Academic Director for the General Education Program. A certified UAE Commission for Academic Accreditation (CAA) Reviewer and Fellow of the Higher Education Academy, Prof. Hojeij combines her expertise in curriculum development with a strong research portfolio, having secured over 2 million AED in research grants over the past 10 years. Her research focuses on educational technology, leadership development, and teaching innovation. She has taught and coordinated undergraduate and graduate courses in Education and interdisciplinary education while maintaining a ten-year commitment to teacher mentoring with the Al Jalila Foundation. She holds multiple professional certifications, including Blackboard Certified Associate, Accredited Facilitator, Certified Online Instructor, and CELTA & CELTYL certifications. Her dedication to educational innovation is further evidenced by her recent Harvard Business School Online Design Thinking and Innovation certification. Fluent in English, Arabic, and French, Prof. Hojeij brings a global perspective to her work in advancing educational excellence, regularly presenting at international conferences and publishing in peer-reviewed journals.

References

O’Sullivan, G. (2025). U-shaped learning: A new model for transdisciplinary education. Humanities and Social Sciences Communications, 12(182). https://doi.org/10.1057/s41599-025-04478-8

Yang, B.-H., Lo, K.-W., Li, Y.-S., & Chao, K.-Y. (2024). Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: A mixed methods study. BMC Nursing, 23(583). https://doi.org/10.1186/s12912-024-02260-w

Source link

July 18, 2025
Practical Strategies for Interdisciplinary Teaching in Today’s University – Faculty Focus

Working in the College of Interdisciplinary Studies has shown me firsthand that our students face a world full of messy, tangled problems. Climate shifts, health crises, social divides, and tech changes do not fit neatly into one subject area. They need tools from many fields to tackle these issues. This teaching helps students blend ideas, think deeply across fields, and work well with people from varied backgrounds. Drawing from my experience teaching across subjects at Zayed University in Dubai, UAE, I want to share real ways teachers can build and run cross-subject courses that truly help students handle today’s complex world.

True interdisciplinary teaching goes beyond just putting different topics side by side. At our college, we have learned that it means weaving ideas, theories, and methods from many fields to examine a shared theme or question. This takes careful planning, a willingness to step outside your comfort zone, and a focus on working together. The aim is not to water down each subject but to strengthen them by showing how different ways of thinking can shed more light on tricky issues. I will share clear steps for building cross-subject courses, sparking talks across fields, checking how well students are blending ideas, and getting past common hurdles I have faced in my own teaching.

Building Interdisciplinary Courses: Choosing Scope and Mixing Knowledge

Creating a solid interdisciplinary course starts with a clear scope and thoughtful mixing of knowledge. In our college, we aim for courses where students see connections and blend insights rather than just stacking content from different fields. Often, this means finding a central theme, problem, or question that ties everything together. For example, a course on city growth might pull from earth science, social studies, money matters, and city planning. Choose fields that each add something vital to understanding your main topic. O’Sullivan (2025) suggests a “U-shaped learning” model for teaching across fields, focusing on two main skills: blending knowledge and putting it to work. This model shows learning as a path from understanding single subjects to gaining a mixed view that works in the real world.

Once you have set your central theme and chosen your fields, think about how to structure the course for sound mixing. In our college, we have succeeded in organizing units around sub-themes where different lenses are applied or using project-based learning where students work on complex problems that need input from many fields. Yang et al. (2024) studied adding interdisciplinary learning in nursing classes using games. They found this significantly boosted nursing students’ knowledge, skills, and attitudes, especially in talking with others, solving problems, and using what they learned. At our college, we map out how ideas from different fields will be introduced, how they relate, and how we will help students make these connections. This means readings from various fields, expert guest talks, or tasks that ask students to blend information from many sources.

Sparking Talks and Teamwork Across Fields

A sign of good interdisciplinary teaching is meaningful talk and teamwork among students from different backgrounds. In my classes, creating a space where students feel safe sharing ideas from their fields and respectfully engaging with different views is crucial. Teachers must be skilled guides, steering talks, handling conflicts, and helping students find common ground. Ways to boost cross-field talk include structured debates on complex issues, small group work with students from different fields, or case studies that need multiple viewpoints. The U-shaped learning model from O’Sullivan (2025) backs this kind of team learning since building people skills helps blend knowledge and put it to use.

Team projects have proven powerful for interdisciplinary learning. When students from different fields work on a shared problem, they must talk across subject lines, work through various approaches, and blend their varied skills and knowledge. Yang et al. (2024) found that mixing social service with cross-field learning in nursing exposed students to diverse challenges, which boosted their communication and problem-solving skills. In our interdisciplinary courses, we structure projects, so students take roles based on their field expertise while ensuring everyone helps blend the knowledge. Clear guidelines for group work, ways to handle conflicts, and checking individual work and group results are essential for successful interdisciplinary projects.

Checking How Well Students Blend Ideas

Checking student learning in an interdisciplinary course brings special challenges, as the goal is to test knowledge of single subjects and the ability to blend and use information from many fields. In our college, old testing methods, like exams on facts from one field, do not work well. Instead, we use assessments that show students’ ability to think critically, analyze deeply, and use mixed knowledge on complex problems. Examples include projects, research papers that blend sources from many fields, talks on solutions to real-world problems that use diverse views, or creating things (like policy briefs, design models, and media projects) that show mixed understanding. Yang et al. (2024) used number measures (tests before and after) and quality analysis of students’ thought journals to check course effectiveness and learning outcomes across fields.

Reflection also helps check interdisciplinary learning in our college. We ask students to think about their learning process, their challenges in mixing different views, and how their understanding has changed. This shows how they are developing cross-field skills. O’Sullivan (2025) notes that learning across fields involves building inner skills. Reflection tasks can help students develop these skills by pushing them to think deeply about their learning and the value of different field approaches. When creating assessments, our faculty ensure the scoring rubrics clearly state expectations and give students chances to show their skills meaningfully.

Wrapping Up

Crossing the space between fields through good interdisciplinary teaching is essential for preparing students to handle today’s complex world. By carefully designing courses that focus on mixing knowledge, sparking rich talk and teamwork, and using fitting assessment methods, teachers can create life-changing learning experiences. The insights from research on interdisciplinary learning models (O’Sullivan, 2025) and the proven benefits of mixed approaches in fields like nursing (Yang et al., 2024) offer valuable guidance. While interdisciplinary teaching brings unique challenges, the rewards of boosting students’ critical thinking, problem-solving, and teamwork skills are tremendous. In our College of Interdisciplinary Studies, we have seen how these practical methods create a complete learning setting, giving power to the next wave of thinkers and leaders who will tackle our world’s most pressing challenges.

Dr. Zeina Hojeij is a Professor at the College of Interdisciplinary Studies at Zayed University, where she has served since 2013, specializing in educational leadership and administration. With a doctorate in Educational Leadership from Saint Louis University, USA, and extensive experience in academic administration, she has held several key leadership positions, including Associate Dean for Faculty Affairs and Academic Director for the General Education Program. A certified UAE Commission for Academic Accreditation (CAA) Reviewer and Fellow of the Higher Education Academy, Prof. Hojeij combines her expertise in curriculum development with a strong research portfolio, having secured over 2 million AED in research grants over the past 10 years. Her research focuses on educational technology, leadership development, and teaching innovation. She has taught and coordinated undergraduate and graduate courses in Education and interdisciplinary education while maintaining a ten-year commitment to teacher mentoring with the Al Jalila Foundation. She holds multiple professional certifications, including Blackboard Certified Associate, Accredited Facilitator, Certified Online Instructor, and CELTA & CELTYL certifications. Her dedication to educational innovation is further evidenced by her recent Harvard Business School Online Design Thinking and Innovation certification. Fluent in English, Arabic, and French, Prof. Hojeij brings a global perspective to her work in advancing educational excellence, regularly presenting at international conferences and publishing in peer-reviewed journals.

References

O’Sullivan, G. (2025). U-shaped learning: A new model for transdisciplinary education. Humanities and Social Sciences Communications, 12(182). https://doi.org/10.1057/s41599-025-04478-8

Yang, B.-H., Lo, K.-W., Li, Y.-S., & Chao, K.-Y. (2024). Effects of integration interdisciplinary learning on student learning outcomes and healthcare-giving competence: A mixed methods study. BMC Nursing, 23(583). https://doi.org/10.1186/s12912-024-02260-w

Source link

July 18, 2025