Tag: support

  • 6 ways to make math more accessible for multilingual learners

    6 ways to make math more accessible for multilingual learners

    Key points:

    Math isn’t just about numbers. It’s about language, too.

    Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

    There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

    1. Introduce and reinforce academic language

    Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

    One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

    Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

    2. Incorporate visual aids

    Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

    Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

    Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

    3. Utilize digital tools

    A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

    Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

    4. Encourage hands-on learning

    Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

    Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

    PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

    Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

    5. Use students’ home language as a support

    Research suggests that students’ home languages can also be educational resources. 

    In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

    In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

    6. Create verbal scaffolds

    To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

    Sentence frames are often helpful for students with a beginning level of English proficiency.

    • A square has            sides.  
    • An isosceles triangle has at least             equal angles.

    Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion. 

    • The pattern I noticed was                               .               
    • My answer is                               . I figured it out by                               .

    Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

    Making math welcoming for all

    All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

    Source link

  • The UPP Foundation is launching a new inquiry into widening participation to support the government’s opportunity mission

    The UPP Foundation is launching a new inquiry into widening participation to support the government’s opportunity mission

    Twenty-five years on from Blair’s target for 50 per cent of young people to go to higher education, the Labour Party set out a new ambition to “break down barriers to opportunity.”

    The opportunity mission articulates a multi-generational challenge: to make sure that children and young people can get on, no matter what their background; to change Britain so that a child’s future earnings are no longer limited by those of their parents; and to make Britain one of the fairest countries in the OECD. It is a fundamentally important challenge, and one that will be years in the undertaking.

    Widening participation in higher education plays a huge part in this mission, and it is for that reason that the UPP Foundation has announced a major new inquiry into the future of widening participation and student success. We have launched this inquiry by publishing a short “state of the nation” summary of the key issues in 2025. Because while success in the opportunity mission would transform the shape of British society, Labour is all too aware of the differences between the optimism of Blair’s famous 50 per cent pledge and the markedly different political and economic circumstances Keir Starmer’s government finds itself in now.

    A changed landscape

    Universities and schools face significant headwinds when it comes to dismantling the gaps students face when looking to get in and get on. The HE sector is facing well-publicised and unprecedented financial challenges, with the recent rise in fees doing nothing to alleviate pressure amid rising costs. With institutions contemplating restructuring moves and the government no closer to outlining a solution for widespread mounting deficits amid heavy fiscal weather, it is hard to see universities or the government finding much bandwidth for widening participation in the near future.

    There is also no equivalent target or metric that captures the challenge in quite the same way as Blair’s. This is understandable. Part of the reason no similar metric presents itself is because widening participation is now seen as multidimensional: not just focused on access to university, but also continuation rates, graduate outcomes, and less easily quantifiable measures of success, such as student belonging and participation in the immersive elements of the student experience.

    With the number of commuter students rising to reflect different learning patterns and pathways in a diverse student population, student living arrangements are also a major part of this puzzle. As the Secretary of State alluded to prior to the general election in an address to Universities UK, modern widening participation must reach out to more of those coming from nontraditional backgrounds, and those pursuing non-linear pathways through higher education.

    A wider view of widening participation means we need a more nuanced understanding of how access to university varies along socioeconomic, geographical and other demographic lines. As today’s report outlines, the difference in progression rates to higher education between students eligible for free school meals and their peers has widened to 20.8 per cent – the highest on record. Young people in London are significantly more likely to progress to higher education than their counterparts in the North East. The continuation gap between students from the most and least advantaged backgrounds now sits at 9.4 percentage points, having increased from 7.5 in 2016–17. As one of many charities operating in this space, we come face-to-face with the scale and scope of this disadvantage gap time and again. Equality of opportunity is still some way off.

    As well as this, some are schools struggling to do as much as others to support access to HE. Polling in our new report finds that 75 per cent of teachers in London expect at least half of their class to progress to higher education, compared to just 45 per cent in the North West and Yorkshire and the North East. Similarly, 75 per cent of teachers in Ofsted Outstanding schools thought that more than half their class would progress to HE, compared to just 35 per cent in schools rated as Requires Improvement or Inadequate.

    Although the Secretary of State said in a letter to heads of institution in November 2024 that expanding access and improving outcomes for disadvantaged students was her top reform priority in HE, the long list of challenges facing this government poses the risk that widening participation becomes a footnote to the geopolitical crisis.

    What we’re doing

    Despite the difficult environment facing both universities and the government, we think this agenda is too important to be put on the back burner. We hope our inquiry will help to establish new collective goals for widening participation and student success for the years ahead.

    The current moment provides a significant opportunity to interrogate the ways in which access and participation, student finance, student experience on campus, careers guidance, and student belonging intersect. It is in the context of this opportunity that the UPP Foundation, supported by Public First, is launching this inquiry, which aims to establish a new mission for widening participation.

    Following the introductory paper, we will publish two investigations, the first focusing on the persistent widening participation problems latent in “cold spot” areas of England, and the second exploring how the university experience differs based on students’ living arrangements and economic backgrounds, with poorer students often receiving a secondary experience that contributes to lower continuation and completion rates. Cumulatively, they will shed light on what meaningful widening participation really looks like to those who need it most, and what levers can be pulled to realise this vision.

    This inquiry comes at a crucial moment. We want to help the sector, the Office for Students and the government by setting out a series of evidence-based goals, recommendations and policies which could help make the broader vision a reality, while recognising “the art of the possible” in an era of fiscal restraint. Through these recommendations we hope to see the rhetoric of the opportunity mission and the Secretary of State start to become reality.

    Source link

  • Almost 2,000 Schools and Districts Choose Lexia® English Language Development™ to Support Emergent Bilingual Students’ English Language Acquisition

    Almost 2,000 Schools and Districts Choose Lexia® English Language Development™ to Support Emergent Bilingual Students’ English Language Acquisition

    BOSTON (March 31, 2025) – In recent months, almost 2,000 schools and districts have purchased or renewed licenses for Lexia English Language Development (Lexia English) from Lexia, a Cambium Learning Group brand. Using powerful speech recognition technology, the program supports students in grades K-6 to build their linguistic confidence in academic English.

    “More than 162,000 students and 77,000 educators at 7,400 schools used the program during the 2024 school year. In addition, those students practiced academic conversations 4.3 million times in the program,” said Lexia President, Nick Gaehde. “The numbers show just how much students and educators have needed access to a culturally responsive language learning solution.”

    One of those educators who used the program is Lynmara Colón, the director of Student Opportunity and Multilingual Services at Prince William County Schools in Virginia. After a pilot, the district has allowed individual middle and elementary schools to purchase Lexia English during the 2024-2025 school year. Prince William County Schools serves more than 20,000 English learners who speak 140 languages. “We are the 10th most diverse district in the nation,” Colón said. “But when I try to find tools for diverse students, there’s not a lot that meets the specific needs of the student population we serve.”

    Colón noted that the program had boosted student growth to the point of reducing her worries about providing staff with a high-quality tool focused on helping Emergent Bilingual students. She expressed appreciation for the way the program helps her forecast and make sense of language acquisition data. “With Lexia, I can have visibility into how they’re doing with language comprehension,” she said. “I always know to expect the best from our Lexia partners. I have high expectations, and they never disappoint.”

    Lexia English’s approach to English language learning is to empower emergent bilinguals by honoring their heritage languages and offering culturally responsive, adaptive learning pathways to foster academic and linguistic growth. Seventeen characters with diverse backgrounds help students practice speaking skills by engaging with content in academic subjects such as math, science, social studies, and general knowledge.

    Gaehde concluded, “With Lexia English, educators can celebrate multilingualism in the classroom, providing students with the tools to succeed in both English language development and overall academic achievement.”

    About Lexia

    Lexia®, a Cambium Learning® Group brand, is transforming literacy education, driving change in 1 of every 3 school districts across the United States. For more than 40 years, Lexia has been a thought leader in literacy education, delivering award-winning, research-based solutions grounded in the science of reading. With a full spectrum of offerings, including professional learning, curriculum, and embedded assessment tools, Lexia provides educators with Structured Literacy solutions that are proven effective and designed to drive meaningful literacy outcomes. By empowering educators with unparalleled ease of use and the knowledge and tools they need, Lexia helps more students unlock their potential to read, write, and speak with confidence. For more information, visit lexialearning.com.

    About Cambium Learning Group

    Cambium Learning Group is the education essentials company, providing award-winning education technology and services for K-12 educators and students. With an intentional collection of respected global brands, Cambium serves as a leader, helping millions of educators and students feel more seen, valued, and supported every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now.

    To learn more, visit www.cambiumlearning.com or follow Cambium on Facebook, LinkedIn, and X. The Cambium family of brands includes: Cambium Assessment®, Lexia®, Learning A-Z®, ExploreLearning®, and Time4Learning®.

    eSchool News Staff
    Latest posts by eSchool News Staff (see all)



    Source link

  • Teachers need support to understand what’s needed in the UCAS personal statement

    Teachers need support to understand what’s needed in the UCAS personal statement

    Our recent paper found substantial misalignment between state-school teachers and university admissions staff on what makes a high-quality UCAS personal statement.

    In our study, 409 state school teachers were presented with ten paragraphs from UCAS personal statements and asked to select between two pieces of feedback. One ‘correct’ feedback was provided by an admissions tutor, and the one ‘incorrect’ feedback was supplied by another teacher. These paragraphs and feedback were all real-world examples derived from Steven Jones’ (2016) study, used as part of Causeway Education’s pre-training programme for state school teachers.

    We found:

    • There was significant misalignment between teachers and admissions staff. In only 56.5% of cases did teachers select the ‘correct’ feedback response.
    • There are a number of pervasive myths regarding the UCAS personal statement. Teachers had a dual tendency to:
    1. Advise for the incorporation of personal content that aimed to demonstrate a holistic view of the student rather than course-related competencies; and
    2. Suggest reducing content that demonstrated course-related knowledge and skills.

    To give one example, teachers were presented with the paragraph below and asked to choose between two pieces of feedback: (1) Strong reasons backed up by detailed examples; and (2) Too much detail; doesn’t give a sense of the student as an individual. The first of these is from an admissions tutor and the second from a teacher in Jones’ (2016) work.

    My main reason for wanting to study Japanese is because I enjoy studying complex grammar rules to see how languages come together. This is why I chose to undertake Latin at A-Level as I enjoy translating pieces of complex texts. Analysing writers techniques in presenting ideas and characters is also interesting, in particular how Tacitus in Annals I, presents Tiberius as an unsuitable emperor by often comparing him to his father Augustus, an emperor who was deemed ‘an upholder of moral justice’.

    In 58.4% of cases teachers selected the first ‘correct’ answer, and 41.6% selected the ‘incorrect’ second answer.

    These findings should not be interpreted as a criticism of teachers. In the context of studies finding a considerable lack of transparency on how universities use the UCAS personal statement (Fryer et al., 2024), the burden of responsibility for misalignment falls primarily on universities. Without clear and transparent guidance, this misalignment between teachers and admissions staff is inevitable.

    There is an important opportunity to address this situation, as many universities will currently be in the process of updating their public-facing guidance in response to the upcoming UCAS personal statement reform. The shift to three short questions for the 2025-26 application cycle and the corresponding need to update guidance present universities with an opportunity to address and counter the misalignments noted in our paper.

    To support this goal, our paper contains a table of key implications (Table 5, pp.14-15), which can be downloaded directly from this link.

    We hope this is of practical use to admissions staff in updating and developing guidance on the UCAS personal statement. We contend that this new guidance, alongside transparent explanations of how the personal statement is used in selection decisions, is crucial to enable UCAS’s reform to widen participation and address inequalities.

    This blog is based on a paper ‘Investigating the alignment of teachers and admissions professionals on UCAS personal statements’ by Tom Fryer, Anna Burchfiel, Matt Griffin, Sam Holmes and Steven Jones. Due to its time-sensitive nature, the paper has been published as a preprint, and therefore has not yet been subject to peer-review.    

    The table summarising the implications for public-facing guidance is available for download here.  

    Source link

  • Does Your SIS for Student Recruitment Support These 11 Strategies?

    Does Your SIS for Student Recruitment Support These 11 Strategies?

    Running a large-scale institution calls for knowledge of the typical difficulties throughout the hiring process. The list is extensive; established student recruitment tactics assist in reaching enrollment targets, keeping up with the worldwide competition and international market, attracting and recruiting the proper mix of students, and so on.

    This blog from us seeks to RETHINK the way your admissions and recruiting process is now run. We have tried to specifically describe the student recruitment techniques that a Student Information System SIS is supposed to have, which will help your whole admissions and recruitment committee. Let us assist you with a better analysis.

     

    How to improve student recruitment using an SIS. 11 powerful student recruitment strategies for your institution

    Your Student Information System (SIS) shouldn’t just store data — it should actively help you attract, engage, and convert students. From personalized outreach to faster application processing, the right SIS transforms recruitment from a numbers game into a smarter, student-first strategy.

    Student recruitment is evolving, and so are the strategies that drive success. A poll by The Guardian surveyed 70 UK university marketing teams and found that,

    57% of university marketing teams found open days to be their top recruitment tool.

    72% relied on external digital advertising.

    98% favored social media advertising.

     

     

    It’s clear — a one-size-fits-all approach won’t cut it anymore. To stay competitive, institutions need a well-rounded, data-driven recruitment strategy. Here’s a breakdown of 11 powerful SIS-supported strategies to help your institution attract, engage, and enroll more students.

     

    1. Try automating admissions & follow-ups for higher conversions with an integrated CRM

     

    How to Boost Your SIS for Student Recruitment with Smart Strategies

     

    CRM integrated into Admissions can be the first savior. We promise they have a suite of tools that are specifically tailored to the needs of your educational institute. An SIS integrated with CRM offers a targeted approach to your mundane admissions process. 

    At Creatrix Campus, we have a CRM in place that can likely enable institutions of all sizes to thrive in the competitive market while ensuring data is formed, tracked, processed, and analyzed to deliver a rich personal experience to students and other stakeholders alike.

    There are ways to nurture relationships with seamless lead generation and marketing capabilities. We are cloud-native and accessible across many devices.

     

    2. Run targeted, multi-channel campaigns

    Make sure your SIS supports digital, social media, institution, API, and other source lead capture. For quicker follow-up, all leads should direct themselves to one system and path to the correct counselors. Integration of a CRM helps to simplify this procedure.

    Potential update: To be competitive, think of mentioning automated campaigns driven by artificial intelligence.

     

    3. Capture leads from every channel — perfectly

    Options to capture student inquiries through multichannel including digital, social, institutions, APIs, and much more. Direct all these inquiries to a single place and direct them to the right lead owners or counselors for a timely connection. Trust us; a CRM can help you with this.

     

    4. Get funnel reports in real-time

    Your SIS should create funnel reports tracking leads at all levels, therefore enabling you to spot areas of congestion and make quick strategic changes. Comprehensive analytics make sure organizations may maximize their hiring plans for the next inflow.

    Potential update: Including predictive analytics or artificial intelligence advice here could improve this approach.

     

    5. Create custom enrollment stages 

    Every institution is different; your SIS should enable you to construct custom enrollment phases to suit your particular procedure. This guarantees that prospects pass the funnel without incident and helps to keep your pipeline orderly.

    Potential update: Could underline dynamic systems that change depending on student behavior or profile data.

     

    6. Use self-service logins to empower prospects

    Through one safe platform, let prospects build profiles, follow their application status, submit documentation, speak with counselors, and pay costs. It cuts administrative overhead and keeps them interested.

     

    7. Deliver personalized prospect experiences  

    Personalized interactions build relationships, and your SIS should support this. From inquiry to enrollment, ensure tailored messages, program recommendations, and helpful content reach the right prospect at the right time.

    Potential update: AI-driven personalization or behavioral tracking could elevate this further.

     

    8. Keep a centralized communication log 

    Automatic generation of offer letters with in-built templates, intimation of fee payment, request sent for missing documents, program orientation, etc.

    The tool you are using should generate, capture, and nurture leads across platforms, both online and in-person. At Creatrix Campus, you could set up personalised emails and communications to your prospects based on the inquiry made.

     

    9. Turn on Safe Payment Integration

    Make sure your SIS has integrated safe payment gates. Prospects can easily complete their applications and pay fees online; this helps to lower dropout rates and guarantees faster conversion.

    Potential update: Talk about adherence to PCI DSS and other worldwide payment standards for further confidence.

     

    10.  How predictive analytics helps universities attract students

    Want to stay one step ahead in student recruitment? Predictive analytics helps universities do just that — analyzing trends, student behaviours, and historical data to spot who’s most likely to enroll. It’s like having a crystal ball but smarter, helping you focus efforts on the right students at the right time.

     

    11. Data-driven enrollment strategies for better conversions 

    Why guess when data can lead the way? With advanced analytics, universities can track engagement, demographics, and even application patterns, fine-tuning their enrollment strategies to attract the right students and boost conversions effortlessly. 

     

    Know about Creatrix student recruitment strategies to adapt and grow

    Creatrix Campus’s Student Recruitment Software has opened new doors for several universities across the globe and added value to their recruiting efforts. If you wish to know the secret of how we do it, contact our team now.

    Source link

  • How 24/7 Technical Support Drives Student Success and Retention

    How 24/7 Technical Support Drives Student Success and Retention

    From speed-to-lead to 24/7 support: Meeting student needs in the digital age

    In our recent webinar, “The Importance of Speed to Lead in Meeting Your Enrollment Goals,” we highlighted how rapid, personalized responses to prospective students can significantly impact their perception of an institution’s quality and commitment. This principle of timely, relevant communication extends beyond the admissions process and into the heart of the student experience, particularly in online education. In this post, we’ll delve into how this same philosophy applies to technical support, forming a crucial component of student success and retention.

    The critical role of 24/7 technical support in online education

    Building on the speed-to-lead concept, the need for swift and effective technical support in online learning environments has become paramount. As we transition from initial student engagement to ongoing support, responsive assistance becomes even more critical. Let’s explore why timely technical support is essential and how it ties to student retention, institutional credibility, and mission fulfillment.

    The importance of quick response to technical needs

    Just as rapid responses to inquiries can influence a student’s decision to enroll, quick resolution of technical issues can determine a student’s ability to succeed in their coursework. Student satisfaction is closely tied to the quality of the overall experience institutions provide to students, including addressing technical issues and how the institution responds to the students as individuals when they have a concern. When students encounter technical barriers without immediate resolution, their frustration can lead to disengagement and even withdrawal from courses.

    The importance of swift technical support in higher education cannot be overstated, as exemplified by several leading institutions.

    • Penn State University’s IT Service Desk stands out with its comprehensive 24/7 technology support model. Utilizing a blend of 20 students and full-time staff members, they efficiently manage up to 600 daily requests during peak periods. This continuous operation throughout the year, pausing only for university holidays, ensures that the Penn State community receives timely assistance for diverse IT-related issues, from learning management systems to account access and new IT service implementations.
    • Arizona State University (ASU): ASU’s help center provides round-the-clock service for their large student body. They have 81 employees and 22 student representatives who offer 24/7 support for approximately 100,000 students, including both on-campus and online learners. The center serves as a comprehensive “front door” to the university, assisting with various inquiries beyond just technical issues.
    • The University of Central Florida (UCF) has adopted a strategic approach to technical support. By deploying technicians during high-demand hours, UCF effectively minimizes downtime for both students and faculty. This proactive strategy maintains the continuity of the learning process and demonstrates the institution’s commitment to student success.

    In instances where staffing may be limited, universities are increasingly turning to AI-powered solutions to meet the demand for immediate, round-the-clock support. For example, Thompson Rivers University has implemented a 24/7 chatbot support system. This AI-driven tool automates 83% of incoming chats to their Future Student department, providing instant responses outside of regular business hours. Moreover, a number of innovative platforms such as RNL’s Compass digital assistant provide AI-powered chatbots designed for higher education. These AI-powered assistants can seamlessly integrate with various campus systems, including SIS/ERP, ITSM, and LMS, to address a wide range of inquiries related to IT, admissions, financial aid, and more. By leveraging such technologies, institutions can significantly reduce support costs while ensuring students and faculty receive timely, personalized assistance at any hour.

    The case for a 24×7 support model

    A 24/7 support model aligns with the flexibility that online education promises. Students often engage with coursework outside traditional hours, making access to technical assistance at any time a necessity rather than a luxury. Institutions like Faith Christian School emphasize the importance of uninterrupted access to educational resources, which fosters independence and self-directed learning. Similarly, Google Cloud’s Student Success Services leverage virtual assistants to provide instant answers around the clock, freeing up staff for more personalized guidance.

    Moreover, research shows that institutions offering comprehensive support services see higher retention rates. RNL data show how targeted outreach and timely interventions can significantly improve student outcomes and graduation rates. By addressing technical issues promptly, universities not only retain students but also fulfill their mission of guiding them toward successful program completion.

    Perception of a well-equipped university

    The availability of 24/7 technical support is increasingly viewed as a marker of institutional quality. Students now expect seamless access to both academic content and support services when selecting a university. Institutions that fail to meet these expectations risk damaging their reputation and losing prospective students. RNL student satisfaction and priorities data shows that approximately two-thirds of students value institutions addressing their personal needs throughout the recruitment process, which can factor in their decision to enroll at the institution. Offering robust technical support signals that a university is technologically advanced and committed to providing an optimal learning environment.

    Enabling student success and institutional mission

    Timely technical support directly contributes to student success by removing barriers to learning. When students can focus on their studies without being derailed by technical difficulties, they are more likely to persist in their programs. This aligns with the broader mission of most universities: helping students succeed academically and graduate. Demonstrating the lived expression of institutional mission through 24/7 support for student services can enhance retention and overall well-being. By addressing both academic and non-academic challenges in real-time, universities create an ecosystem where students thrive.

    Conclusion: Timely support is critical to the online student experience

    From the initial point of contact through to graduation, the principle of timely, personalized support remains crucial. The importance of responding quickly to students’ technical needs is a natural extension of the speed-to-lead philosophy in enrollment management. A 24/7 support model not only ensures uninterrupted learning but also strengthens institutional credibility and fosters student retention. By prioritizing timely assistance across all aspects of the student journey, universities can live up to their mission of empowering students to succeed academically and graduate with confidence. As these examples illustrate, investing in comprehensive support systems is an investment in both student success and institutional sustainability.

    We’re here to help you navigate the technology you need to engage students and provide them with that 24/7 support. Reach out and we’ll set up a time to talk with an RNL enrollment technology expert.

    How can you leverage technology across the student lifecycle?

    With students expecting personalized attention 24/7, you need to be able to engage them at any point in the student lifecycle. Talk with our experts about how you can use the latest technology to create those connections to strengthen recruitment and retention.

    Ask for a complimentary consultation

    Source link

  • How Can Deans Support Faculty Well-Being? (opinion)

    How Can Deans Support Faculty Well-Being? (opinion)

    A recent issue of Liberal Education, a magazine published by the American Association of Colleges and Universities, takes up the issue of the mental health crisis in academia with five excellent pieces on how institutions can enhance student well-being. Two other articles explore how administrators and faculty members should administer self-care. That split is telling, for it sends the tacit message that universities are in the business of setting up systems to support students, but when it comes to employees, you are on your own.

    As a dean in the middle of his eighth year in that role, I want to address this gap by sharing tangible steps and practices administrators can use to systematize support for faculty well-being, in the hopes that I might inspire my decanal colleagues at other institutions to experiment with some of the strategies below. While those examples are inspired by my experience in a small, private, comprehensive university setting, most will translate to other environments.

    Just to be clear, it makes perfect sense why administrators do not focus on the well-being of their faculty, as a plethora of other responsibilities takes precedence. My own institution is a case in point, for while our deans’ responsibilities document calls on us to provide “recognition, encouragement, and support for the work faculty are doing,” the emphasis is on the labor produced by faculty rather than on their well-being. Such support work is often elided institutionally by more pressing and more measurable tasks tied to the operations of the university.

    This elision has been especially acute over the past half decade, as universities and colleges wrestle with a brutal collision of challenges, including enrollment pressures, budget cuts, student unrest, attacks on DEI, program prioritization, AI challenges and so on. When faced with such a list of horrors, though, I conclude that support of faculty well-being has never been more important, given the weight of these pressures on professors.

    Deans (as well as other leaders) can embrace the following strategies to enhance the well-being of their faculty. Most of them do not cost any money.

    • Protect faculty’s time. Because time is the most valuable currency of faculty life, think about how you can protect that precious resource. Because the “university bureaucracy … inevitably consumes the time and attention of its subjects to justify its existence,” according to Cal Newport, deans should consider how they can shield faculty from the pressures of the neoliberal, bureaucratic machine that thrives on forms, reports and trainings. Focus on work that is directly mission-aligned and create efficiencies in required processes like accreditation reports, tenure and promotion review, and budget management so that faculty are free to concentrate on their students and research.

    Newport also laments that our technocentric workplace—an environment “defined by hyperactive digital distraction and onerous administrative burdens”—has converted faculty into middle managers, ultimately “strangling productivity and making [them] miserable.” Therefore, ask yourself if that latest email update to your faculty is really necessary.

    Speaking of email, try to lay off the communication outreach outside of business hours—it’s the rare issue that requires immediate attention from faculty at 10 p.m. on a Tuesday. Use your email’s delay-delivery function liberally. And the tag appended to your signature line announcing that you “may work outside regular business hours and thus don’t expect an immediate reply from recipients” still does not stop the issue from landing on the psychological plate of faculty and could be misinterpreted as merely a passive-aggressive signal that you are working when others are not.

    • Acknowledge mental health challenges. It’s tough out there: Data show that higher ed employees are feeling burned out, with more than half of faculty and staff respondents in one recent survey saying “their job took a negative toll on their mental or emotional health.” More than a third pointed to their work supporting the emotional needs of students as having an impact on their own mental well-being. Recognizing that faculty in my own unit were being stretched thin as a consequence of their extraordinary efforts supporting students during the COVID-19 pandemic, I invited two of the university’s mental health counselors to visit our annual retreat to help faculty reset boundaries that had eroded during the past few years, to offer them insight into the mental health challenges of students and, most importantly, to give faculty permission to say no to unreasonable student requests.
    • Defend faculty’s academic freedom. A recent AAC&U survey shows faculty are feeling enormous pressure from external attacks on academic freedom, and they are struggling to navigate these treacherous waters inside and outside the classroom. Such anxieties will most likely accelerate over the next four years. According to the survey, “more than one out of three faculty report that they feel more constrained, compared with six or seven years ago, in their ability to speak freely” in terms of classroom content, faculty governance and even as a citizen. About half are self-censoring—even statements they believe to be true—for fear of “drawing negative attention.”

    Faculty see their academic leaders—deans and provosts—as chiefly responsible for protecting those freedoms, so we should be ready to stand up for faculty if they do come under attack. But in the meantime, deans must also acknowledge and support the well-being of faculty, which happens to be the final recommendation of the AAC&U report: “Even as legislative actions and the mercurial nature of politics may feel beyond institutional control, colleges and universities must find ways to support faculty mental health.”

    • Lead with empathy. When life intrudes or a family tragedy strikes, necessitating that a faculty member step away from their work unexpectedly, deans can give the imprimatur of the institution for faculty to redirect their emotional energy away from work and toward the personal matter at hand. A small change in wording in replying to their unfortunate news can make a world of difference. Instead of a curt email like “thanks for letting me know,” try something a bit more proactive: “I’m so sorry to hear this difficult news. Please know that we’ve got things covered for you so that you can focus your attention where it belongs, on your loved ones. Please let me know if there’s any way I can help with that project.”
    • Walk the talk. The narrative of faculty “going to the dark side” of administration and immediately forgetting the needs of their professorial colleagues is as old as the university itself, but one consequence of that narrative is that the resultant distrust, anger and suspicion can wear on the well-being of faculty. One approach to bridging that gulf is to demonstrate you are still in touch with the needs of faculty by standing in their shoes. The most obvious way to send that signal is to teach one class annually as a dean. If presidents can do it, certainly we can find a way.

    For me, this gesture was never more important than during the COVID-19 pandemic, as faculty were asked to pivot online with one week of warning and changes to protocols (wipe down the surfaces, stay behind the plastic shields, support students in quarantine) came down from on high at a dizzying pace. Standing beside my faculty in the classroom gave my requests during that difficult time extra weight. Likewise, make sure you are visible at the university’s latest Title IX training, attend required orientations and share tips learned from navigating your institution’s new frustratingly opaque HR system so that faculty know you are not exempt from such institutional responsibilities.

    • Own your mistakes. Being quick to admit your errors—both small and large—models for faculty that it is OK to fail, thus lowering the emotional pressure they may be feeling to perform, particularly junior faculty. Mea culpas from a leader may even encourage risk-taking and innovation in your unit. If an electronic form for faculty prepared by an administrative assistant does not work, that is on the dean for not checking it before its distribution, and you should say so. I once mishandled a conflict between faculty members and apologized afterward to faculty for not doing better. Taking Augustine’s dictum to heart—“fallor, ergo sum” (I err, therefore I am)—will humanize the dean and hopefully make you more approachable when faculty need support.
    • Advocate for faculty. One of the great pleasures of the dean’s role is your ability to advocate for your unit and its personnel. Letting faculty know you’ve got their backs and that you are always on the lookout for opportunities they might find exciting can help ground them mentally. Connecting them with a conference opportunity, suggesting them for a speaking gig or putting their name forward for a professional development workshop gives faculty confidence that they have someone in a position of power looking out for them, even in the face of all the uncertainties currently plaguing higher ed. Likewise, making professional development funds easier to access makes it less stressful for faculty who want to improve their craft.
    • Know your faculty’s work and recognize their achievements. As president of Princeton, Harold Shapiro used to read one book per week by his faculty members and even attended lectures to better understand their work and what they cared about. I would be hard-pressed to think of another gesture by a leader that might gratify an academic colleague more. Other signals of support can include a private note of congratulations or a “well done” at a university function. Following the mantra of “criticize in private and praise in public,” recognize faculty achievement at unit meetings, alumni gatherings and in email blasts, and do so for a wider variety of achievements beyond major grants, publications or teaching awards.
    • Provide stability. With new strategic plans coming down the pike every few years, administrative churn resulting in continuously shifting priorities, and constant requests to cut budgets while also innovating, the dean has the unique opportunity to provide a modicum of stability for their faculty in terms of processes and practices, consistent timelines and the unit’s strategic direction. In the face of turmoil across the larger institution, establishing your own unit as a sea of tranquility—as much as is possible—will be welcome. Parroting the institution’s “hair on fire” ethos is not helpful.
    • Bring faculty into the decision-making loop. Anxiety can surface when we do not feel in control of our circumstances, especially during times of crisis. While it is difficult to counter the many macro pressures facing higher ed, deans can give faculty some sense of ownership over your school’s direction by soliciting feedback on matters that go beyond those identified in the faculty manual, whether it is the unit’s fundraising focus for the year, locations for retreats or approaches to space allocation. Not all will be interested in participating, but faculty will appreciate being asked. On the flip side, no one’s mental health ever improved by being micromanaged by a supervisor: Give your faculty room to breathe.
    • Surface inequities—and then do something about them. Service work across units tends not to be distributed equitably: Women and faculty of color do more than their fair share. That is unacceptable, and deans are in position to right this wrong through strategies I have discussed previously. Systemizing equity policies instead of forcing faculty to depend on the good will of supervisors will also lessen the anxiety of faculty with the least power to say no.

    On a related note, deans can play a role in supporting faculty of color, LGBTQ+ faculty and other minoritized faculty in light of the overtly hostile national (and sometimes state) climate that gets expressed through attacks on DEI programming, the hollowing out of the curriculum and demonization of personnel. Tokenism, microaggressions and overt discrimination in the white, heteronormative space of the academy provide daily challenges for minoritized faculty. William A. Smith’s concept of “racial battle fatigue” is unfortunately alive and well in higher education, and deans can support their personnel suffering under the weight of that trauma not only by enacting policies that advance equity and inclusion, but also by offering to listen, intervening when invited and endorsing strategies of self-care.

    • Create community. Individuals who do not have a strong sense of community typically have greater odds for experiencing mental health challenges. While I am certainly not suggesting the workplace stand in for family or friend groups, deans have the opportunity to create community in their academic units in ways that will enhance faculty well-being, whether that be through annual retreats where faculty can deepen personal relationships with each other or the establishment of a strong culture and clarity around a unit’s mission, so that faculty buy-in for the unit’s work will excite and unite personnel.

    When I recently reviewed my annual dean’s evaluations from faculty for the past two years, anonymous respondents repeatedly highlighted in their optional narrative comments the following features of my leadership: commitment to faculty, listening and helping faculty feel heard, creating community, providing support, evincing compassion and care, and relationship-building. These qualities all fall under the faculty well-being umbrella, so it is worth honoring such faculty voices as we choose, as deans, where to focus our attention and request that universities fold these responsibilities into administrative job descriptions.

    Richard Badenhausen is dean of the Honors College at Westminster University and a board member of the American Conference of Academic Deans.

    Source link

  • For Parenting Students, Campus Support Bolsters Outcomes

    For Parenting Students, Campus Support Bolsters Outcomes

    Title: Pillars of Support: Results from an Evaluation of the Parenting Students Project at Austin Community College

    Authors: May Helena Plumb and Paige-Erin Wheeler

    Source: Trellis Strategies

    A new report from Trellis Strategies evaluates the impact of the Parenting Students Project (PSP) at Austin Community College (ACC), highlighting the challenges student parents face and the program’s efforts to support them. Data show that students who are parents have high rates of financial and basic needs insecurity. In addition to the demands of being a student with parental responsibilities, these students are more likely to be working.

    As part of the United Way for Greater Austin’s PSP initiative, parenting students met monthly with each other, attended seminars about financial wellness and mental health, and received a $500 monthly stipend. Additionally, PSP participants received services in coordination with ACC, such as case managers and childcare scholarships.

    The report highlights the positive impact on participants’ academic progress, including a 95 percent term-to-term retention rate and an increased likelihood of taking nine credit hours per semester. A second area of impact was financial wellness, as increased financial stability lowered borrowing and alleviated transportation insecurity through a more flexible schedule. Third, PSP empowered parenting students to be better parents, as well as provided them with scholarships for childcare. Finally, PSP bolstered mental health through an increased sense of community and belonging.

    The report also identifies areas for growth and offers the following recommendations:

    1. Refine program requirements so that they best support student success. While credit requirements are helpful in moving students forward, parenting students still need some flexibility in enrollment intensity. A participant suggested scaling the number of credits taken to correspond to the stipend so that PSP support is not all or nothing. Participants also expressed a desire to choose some of the seminar topics.
    2. Consider areas of need. PSP participants indicated a desire for more flexible childcare options. Some also discussed other forms of support, such as housing resources, cooking classes, and diapers and toys for children. The needs will vary based on the group, so it is important to evaluate what students need.
    3. Address different needs for fathers. There was a large disparity between the share of fathers who participated in PSP and the percentage of student parents at ACC who are fathers. While student fathers are more likely to be married and have access to childcare, they are also more likely to have specific mental health challenges and to stop out of college.

    Click here for the full report.

    —Kara Seidel

    If you have any questions or comments about this blog post, please contact us.

    Source link

  • Donors Support Grad Students Lacking Federal Research Funds

    Donors Support Grad Students Lacking Federal Research Funds

    Recent federal executive orders from President Donald Trump have put a halt to some university operations, including hiring and large swaths of academic research. The National Institutes of Health and the National Science Foundation, among others, have paused grant-review panels to comply with the orders and cut funding, leaving researchers in limbo.

    Graduate students often receive educational stipends from federal agencies for their research, putting their work—and their own degree attainment—at risk.

    To alleviate some hardships, the University of Hawaiʻi’s UH Foundation launched a Graduate Student Success Fund, which will provide direct relief for learners who have lost funding.

    Fewer than a dozen graduate students in the system have been impacted to various degrees to date, but “like most institutions, the extent of the possible impact is unknown,” a UH spokesperson said.

    On the ground: Michael Fernandez, a first-year UH Mānoa doctoral student in the botany program, is a participant in the National Science Foundation’s Graduate Research Fellowship Program, which supports learners pursuing research-based master’s or doctoral degrees in STEM education fields. The five-year fellowship includes three years of financial aid for tuition and fees and an annual stipend.

    “I and other fellows in the program feel uncertain about future funding from the fellowship,” Fernandez said in a press release. “This is especially concerning for me, as the NSF-GRFP is currently my primary and sole source of funding for my graduate studies.”

    University of Hawaiʻi president Wendy Hensel spurred the creation of the Graduate Student Success Fund for grad students at UH Mānoa and UH Hilo. The fund, supported by private donations, mirrors an undergraduate student success fund available to bachelor’s degree seekers who need help paying for tuition, books and fees.

    The UH Foundation will also support undergraduate researchers who may have had their work interrupted due to federal freezes.

    The Graduate Student Success Fund is designed to aid student retention and financial wellness and also support career development and future talent in Hawaiʻi.

    “It is critical that we do all we can to ensure that our university graduates, the next generation of talent, desperately needed for Hawaiʻi’s workforce,” Hensel said. “These graduate students are our scientists, doctors, nurses, psychologists, social workers, engineers, educators and leaders of tomorrow.”

    Details as to how funds will be distributed, including amounts and number of recipients, are still being determined, the spokesperson said.

    The bigger picture: Federally funded research projects that address diversity, equity, inclusion, gender, green energy or other alleged “far-left ideologies” have come under fire in recent weeks.

    In January Trump signed an executive order halting federal grant spending, which was later rescinded, but some organizations have halted funding regardless.

    Trump Administration Weaponizes Funding Against Institutions

    On March 7, the Trump administration announced it had canceled $400 million in federal grants and contracts to Columbia University for “the school’s continued inaction in the face of persistent harassment of Jewish students.” The federal government has also threatened to pull funding from any educational institution that invests in diversity, equity and inclusion programs.

    In February, the National Institutes of Health announced it would cut funding for indirect costs of conducting medical research, including hazardous waste disposal, utilities and patient safety. In 2024, the agency sent around $26 billion to over 500 grant recipients connected to institutions.

    Hensel published a memo in February opposing the cuts for reimbursement of facilities and administrative costs.

    “For UH, the impact of this decision cannot be overstated,” Hensel wrote. “The university is supported by 175 awards and subawards from the NIH with a current value of $211 million. NIH’s reduction of UH’s current negotiated [indirect compensation] rate of 56.5 percent at the JABSOM [UH Mānoa John A. Burns School of Medicine] and the [UH] Cancer Center alone will eliminate approximately $15 million in funding that UH uses to support its research programs, including ongoing clinical trials and debt service payments.”

    How is your college or university supporting students affected by federal action? Tell us more.

    Source link

  • Real World Support

    Real World Support

    As students navigate an increasingly complex world defined by artificial intelligence, social media, and rapid technological change, the need for essential life skills has never been greater. A new curriculum called The Edge immerses students in real-life, complex scenarios that challenge them to think critically, collaborate effectively, and apply social-emotional learning (SEL) to everyday situations. Hear how educators are using these next-generation strategies in classrooms today.

    The computer-generated transcript is below:

    Kevin Hogan,
    Content Director, eSchool News
    This episode is brought to you by ascend now. Ascend now is an online education platform focused on providing personalized, academic and beyond academic coaching and mentoring to students aged 7 to 17. With a particular emphasis on fostering entrepreneurial skills and mindset by integrating entrepreneurship education into their curriculum. Aiming to normalize kid entrepreneurs through tailored programs and personalized learning paths. OK. Hello and welcome to this special edition of Innovations in Education, the podcast that explores how tech can enable districts to improve teaching and learning in their classrooms. I’m Kevin Hogan, content director for eSchool News. And I’m glad you found us. Believe it or not, it’s been five years this month that the world and schools shut down due to the COVID pandemic. Since then, so much has changed from student behavior to the way that schools respond to that behavior. Many through the use of social emotional learning, or SEL techniques. I had the pleasure to speak with Jesse Bushman. Jesse is the senior director of SEL at. Fayette Valley Community School District in Iowa about their efforts by using a new program called the. We also spoke with the creator of that curriculum, Devi Sahny. She’s the CEO and founder of Ascend now, now designed in collaboration with educators and aligned with the Castle Framework. The. The first curriculum to meet educators demands for high quality instructional materials for SEL and life skills readiness. The curriculum helps students cultivate communication, problem solving and self-awareness, as well as essential life skills like entrepreneurs. Negotiation, financial literacy and networking to boost their academic abilities. I think you’ll find their insights valuable. Have a listen. OK. Devi, Jesse, thanks so much for joining me today. Really appreciate it.

    Devi Sahny
    CEO and Founder, Ascend Now & The Edge
    I’m happy to be here. Thanks for having us.

    Kevin Hogan
    And as I was mentioning right before we started the recording here, I guess it’s hard to believe, but it’s five years ago to this month, it was actually Friday the 13th. Believe it or not that Jesse, I mean I know a lot of school districts, that’s when we. Into this great. Beta test in education with remote learning and COVID. Years. So tired of talking about it. However, it is still really kind of with us in the way that it has changed education and especially with the work that Jesse you do and Devi that you do that really took one of those acronyms I’ve always heard in education SEL, which was kind of like a nice to have probably for districts who might be kind of more well off than others. That would introduce that to where social emotional learning became front and Center for everybody in this. Group trauma together districts have spread apart. If they had the luxuries or the privileges to be able to set up remote right away. Most of the, if I recall correctly, in my conversations, most of those conversations involved around social emotional learning. You OK at home? How are you doing at home? People those first few months. No more worried about standardized testing, right? Everybody was worried. Just kind of keeping it all together. Jesse, we can get. Let me talk about that time for you in. In your district, in what you were doing in what SEL mean back then. And what does it mean? And Devi, I promise we’ll get into the news of the edge and how this all comes part and parcel.

    Jessie Bushman
    Senior Director SEL,
    North Fayette Valley Community School District,
    Yeah. You’re totally correct. At that time it was like scary. We’re all learning to adjust. The kids were learning to adjust to and as educators. That was our most important thing was to tune in with the kids. Sure, they were safe. Check in on how they were doing and as staff we did that together as well, so we would check in on each other. A lot of our first meetings were just talking about how everybody was doing. So coming back, it did change a lot of things kids were. And teachers were. So as a school, we had to change things.

    Kevin Hogan
    Yeah. And Devi, let’s get into the news a little. I mean, just here in January, now you’ve announced this new curriculum called The Edge. How have the past few years informed the work and the ultimate release of this new service? You’re providing.

    Devi Sahny
    Yeah. And and just to answer that first part of the question about COVID, I think COVID certainly transformed education for K12. In a lot of ways, I think in one way teachers overnight had to have this accelerated adoption of technology, some that was super helpful and integrated really easily and others that may have perhaps even. Slow down learning. I think teachers out of all stakeholders during Covic with the heroes, because overnight they had to change their delivery and immediately adapt. And I think that’s in a very entrepreneurial thing. One of the other big changes we saw through Covic was this increased emphasis on social emotional learning. Think there was a report. Brookings stating that nearly 40% of teachers report students struggling more with depression and anxiety than before. COVID and over 80% of those teachers still have students that are struggling with depression and anxiety. So I think the overemphasis of technology combined with an entirely new world landscape reframed this focus of, hey, we should maybe turn back the pendulum and focus on the important skills. And with AI and technology, everything is advancing. But certain skills like networking and grit and resilience and communication, they still remain incredibly important. And one of the reasons we decided to create the edge is we felt that students in their middle and high school years did not really feel those skills were learnable. They thought I’m either born with strong public speaking skills or I’m not. I’m either born. With a learning mentality and a strong mentality or I’m not and we wanted to break that belief and provide them with student friendly resources, but I think yeah, COVID certainly changed a lot and I think now more than ever SEL is critical the amount of times we hear. Teacher saying we don’t have time for essay and I always. Well, that’s actually going to reframe and support your your students to be ready for. But even the teachers need SEL. I mean, Jesse and I were just talking about one of her students who I think Jesse was saying, like, found purpose through essay.

    Jessie Bushman
    Yeah, we had a great conversation when we were working on a lesson. It would just like the light bulb went off, he and he said. Now have a purpose like. There’s a reason, like I understand why I need to learn this, because this is my future. And so it wasn’t just another thing to teach. At that moment, for him, this was like I need to learn this. Is life.

    Kevin Hogan
    Yeah, it seems to me with both you’re talking about two is the change in student behavior right? Of the experiences of the of the past couple years. One of the net positives, if you can call it that or a silver lining, whatever cliche you you wanna use. You’re describing a self-awareness that I still don’t think I have for myself. That said, students of that age and having gone through this experience, are aware of their learning journeys. Aware of where they might need to improve and also don’t kind of shrug it off as. This sort of like, well, that’s just for people with depression. Or that’s just for certain part of the kids in class, maybe who aren’t succeeding like, this really is beneficial for everybody, right?

    Devi Sahny
    Absolutely. And I think that when we talk about soft skills and we talk about Sela, lot of the resources that currently exist remain a bit outdated and they’re not student friendly and a lot of the teachers we’ve spoken to have said we’re using the same curriculum, that’s 50. Older. 30 years old to teach, you know, stress and anxiety, and it’s not as simple as just a deep breath. There’s more to it, and there’s more conversation involved. So one of the things we did when we created this program, the edge is we try to identify what the future skills are. How do we actually figure out what are those skills? And how are they learnt? Are they acquired? So we went on this crazy research experiment where we interviewed different stakeholders. We interviewed 500 educators from different demographics and socio economic backgrounds to ask them what are the scales you wish you could teach in your classroom but don’t have the resources for. Then we interviewed 500 students different ages in middle and high school to understand what skills they wish they could learn, and some really interesting responses. Like networking, which is one of our more. Skill. And then we interviewed about 200 chief learning officers from different Fortune 500 companies to ask them when you teach your employees in these higher Ed programs whether the skills you focus on. Then we cross reference that with HR and recruitment industry to understand what they hire for across sectors, whether that be education, technology, human resources, fin. We came up with a list of about 6000 schools. We then took that. We spoke with OECD World Economic. We’re actually one of the partners and I was at Davos recently in January speaking about this and we looked at the future of jobs report and we took all that data and all that research. To create our own framework which is called the Life readiness playbook by. Edge and this playbook is not necessarily, as you pointed out, Kevin, for students to get ready for an outcome like good grades or a university outcome or a good job, it’s actually just to have them ready for life. And these are skills that are lifelong. You know, I’m constantly working on my listing skills, my stress management skills. And the way that students can consume this content is pretty exciting. Like if a student wants to. Consume the content, grit the skill, grit they can learn from Michael Jordan. Not making his high school basketball team and the cool thing is the video format. It’s funny. Quirky. It’s engaging. But it still has all those learning outcomes tied to it, which is something, frankly, I wish I had when I was in middle high school.

    Kevin Hogan
    Yeah. Jesse, talk a little bit about what that means on a day-to-day basis for our listeners, our readers who are either running districts themselves or their principal of a school or even at the classroom level, I mean. These are great theoretical topics, but what? About science class between 10:30 and 12:30 on a Tuesday. How do these curricula? Do these topics kind of show themselves in the day-to-day of educating students?

    Jessie Bushman
    Well, I’m gonna step. Just one step and kind of explain how we. There. I think that’ll make a little bit more sense looking for something. We just know that we needed something to add for our students and looking for a curriculum we couldn’t find what we needed. They were not rigorous enough. Wasn’t the correct content. Not engaging for our students or didn’t have enough depth as as far as lessons to make it through a school year or to do a 612 model so. Once I saw the edge, the skies parted and I was like, this is exactly what we need. And so once we started teaching those things, we noticed that the students confidence changed. They became more confident in themselves in what they can do, looking forward to their futures. And so we had a lot less behaviors. So those started decreasing because. There was. We’ve also seen absentee change. Kids want to be at school, they want to be engaged. It’s great with our staff as well. Like you said, adults need this too. This is stuff for all of us. It’s been great teaching it because it’s a reminder myself as well on a lot of these skills that you don’t think. Every day.

    Kevin Hogan
    Yeah, especially when you look at again. I hate to go back to COVID, but there really was a significant chasm there in, I would say the soft skills versus the hard skills. But we we kind of focus on the on the reading and and the math scores that go down. I see it from my own kind of COVID kids here to see. Of having a person to person in person conversation with someone if they weren’t in school for 18 months between the time they were an eighth grader up to sophomore, they’re still struggling to recover on how to. Behave in person for for a lot of stuff, right? But maybe Devi, you could talk a little bit. I know that you you had this integrated school framework, you had this educator friendly design that you put these things together. What is your hope terms of turning those soft skilled potentials into real world accomplishments?

    Devi Sahny
    Yeah, I think that in the digital age and like you said, the students that were were most impacted during COVID. Many of them have lost what’s called human skills. Actually hate the term soft skills because I think soft and hard skills, but all human skills, right? Portions of soft skills have pieces of hard scales, etc. We actually focus on both soft and hard. But I would. That turning the pendulum back and saying how can we help these students develop self-confidence, self-awareness, resilience, grit through stories of themselves through activities, through gamified examples that will really take them forward into the real life. It’s funny that you say this because I gave a talk at one of the leading international schools and recently and I asked the students, I think it was about 200. I asked them who here is confident with the skill networking and is confident speaking to people they have never met before in person. And I have 200 students, maybe 3 raise their hands. Then I reframe that question. Said. Who here in this classroom is confident speaking to someone they haven’t met before online? Maybe 30 raised their hand. So there’s this confidence and this comfort with online communication that is so easy for students to accept. It’s interesting. I I I will say that sometimes I’m like that too, right? When I’m in person, meeting changes into zoom, I’m like, yeah. Like I don’t have to like wear anything. Know too too fancy. I can do it in my hoodie. There is a bit of that right and I think there there’s an honesty to that and I think that’s important. But I think the. The fear with this new generation is that the human skills are not getting practised at all. Again, very weird example which I’ll put in quotations. You may want to cut out, but some of our students, one of our students I’m speaking to recently, she’s 19 years old, she said to me, I have a boyfriend. I said, oh, great. Where did you meet him? She said no. We’ve been dating for a year, but I never met him in person.

    Kevin Hogan
    It’s amazing, yeah.

    Devi Sahny
    So it’s like is the world changing that way or is it, you know, the skills or what’s happening, right? But I think you know, Jesse’s been Jesse’s such an inspiring educator for this reason. Jesse’s smart enough to know that teachers themselves also need to work on their SEL. All do. Adults, professors, everyone and so in parallel. If teachers working on their SEL, they’re teaching students SEL. The students are teaching the teachers. And that’s such a beautiful process because. Learning can happen in any sort of. But that’s really our. My hope is to help students to fundamentally figure out who they are, their purpose, like Jesse’s student who figured out what made himself tick. The Edge is designed for students to figure out who they are, what their strengths are, what skills they’d like to work on and for. Kevin, I’ll be honest that the edge is designed as a one stop shop, easy to use resource that helps them use these skills in their classroom with no prep that gives them maybe 10 minutes extra with their, with their kids or their partner. That they don’t have to write a whole Lesson plan or learning sequence, right? And that’s important to us too, because they’re the heroes.

    Jessie Bushman
    That was a huge. Point that I fell in love with when I saw it is these are lessons that I can just pick up. I can pick it up, I can read it, and I can teach it, and it’s not something that’s going to be another thing on. Plate right now I have a lot of things on my plate, so when I’m able to pick it up, the slides are ready for a whole group. Very little needed. It also has the online component. It has all the pieces to it prepped and ready, so it’s not one more thing for me to have to do.

    Kevin Hogan
    Yeah, another aspect I know which is important for districts. Again, when it came to social emotional learning techniques in the past, you might have had that guy, usually a guy on the school board saying. Show me the results. Show me the data. Show me how this is actually been effective and don’t give me the squishy anecdotes. Me the the hard numbers. And I know that with the eggs, there are some real time analytic techniques that are connected with it.

    Devi Sahny
    Absolutely. So you as a teacher or a district can see how your students are performing across every. Personal development, communication, employability, skills, active citizenship and learning, and you can actually get a score to see how your students are progressing on a grade level. Age level. Student level. You can compare that data geographically so you can see what kids. In China or in Asia or Europe are doing compared to your students, at least those of our school partners that are working with us, we work with quite a few international schools too, like International School partnerships, Dulwich College, Xcl Cognita School, some of the American schools and so. Interesting to compare that data with some of the data in the US and to see how students. But overall, we’re seeing that a lot of students are like, wow, I didn’t know I could learn financial literacy. Didn’t know I could learn about. I didn’t know I could learn about entrepreneurship in such a friendly way, so that’s really important to us, but also to feed the schools with unique data to see where the holes and the gaps are, because as schools. Ton of things you have to, you know, kind of take care of chronic absenteeism, teacher retention, you know, school leadership. So many things involved. I mean this is really just designed to see how can we. And we also have a mental health teacher track coming up too, which I’m really excited about because that’s something that can really support the teachers.

    Kevin Hogan
    Yeah. And Jesse, to kind of to go back a little bit, give us a little bit of a day in the. I mean, are these seen as extracurricular activities that happen after the Bell ring in the afternoon or they are they tied into actual classes? Kind of give us the specifics there.

    Jessie Bushman
    Well, the one thing that I love about this curriculum is it’s super. So according to your school, you can adapt it and switch it to. However, it’s going to work best for you. We as a district started off with it in the special Ed program. Actually, and we needed a curriculum there 1st and looking at that then we saw the need like the rest of the kids need this information as well. Looking into putting it into advisory, that portion of time. A lot of times teachers are trying to fill that time with lessons themselves or create these types of lessons. So using it as universal gives the kids the the vocabulary, the information, and then we can use it all the way into special Ed. So it’s an intensive program as well. It’s very. That was huge for me that my students are going to have the same vocabulary from 6:00 to 12:00. In. Ed and special Ed.

    Kevin Hogan
    And it says to me that it’s pretty much teacher driven or educated driven. That fair to say.

    Jessie Bushman
    Yeah, it’s very engaging. All the material is very. And it’s very relevant to the kids. The kids can relate to it. Stuff that’s happening in their lives. The discussions. It’s not just role. It’s great discussions on actual problems in the world and tools that they can actually use right there in the classroom as well, so. They’re discussing things that are happening right around us.

    Kevin Hogan
    Excellent. Now I think we’ve gotten a really good sense of the state of play of where we are with social emotional learning. Now, if you are up in progressive schools or districts like Jesse’s, let’s talk about. Next steps, Devi, where do you see? This is just the edges that’s been launched here in January. What are your hopes to see your services as they continue to evolve over the next several months and and years?

    Devi Sahny
    Yeah. What we’re doing in parallel supporting districts now, 200 schools and total. So we just enter the US, but we already work with seven districts here as well as Georgetown University Summer School and two other summer schools in the process. But my hope really is that as we have all these amazing districts using us to take as much feedback and see how we can make this product as easy to use and helpful for teachers. One of the feedbacks we’ve gotten is we love this so much. You include a teacher mental health track. And mental health videos for teachers to help us do what we’re doing every single day. We have tracks that include entrepreneurship and internships. A lot of employability skills in college and career readiness, but we have two more tracks. Is called AI interpretation and another is graphic design in the making. So what happens in these tracks is the students can reapply the skills they were learning. But through an experience through something a different context where they can basically trans context, apply that skill again. So that’s really cool because at the end of the entrepreneurship track, there’s a Shark Tank for kids where they can compete, and the best business gets funding. Actually, that funding is funded by Ascend. Now, over the past seven years, actually we’ve. We funded student businesses as prize money essentially, and the internship track they can, you know, apply to different companies to apply for internships. So there’s a bit of that, but overall my hope is. Is that we have this next generation of future ready, SCL, smart skill, savvy students across the world that know themselves that find their own edge through essay. Because essay everywhere and to have 30 minutes a week in SEL. I don’t think that’s enough. You know, I really Don. So it’s a. It’s a good start, but we need to do better, so I think valuing the Selma as a society would be something that I would be very interested to see what happens in the next few years.

    Kevin Hogan
    Yeah. And Jesse will leave the last word with you about where your hopes to see this sort of work and how we can kind of continue to evolve and benefit your students.

    Jessie Bushman
    I’m just excited to see what they can do with their futures as we’re learning these skills and you see the light in their eyes and they’re able to you do the challenges and apply the skills that they’re learning in real life. Talking about networking, the challenges to go. And network and come back with three business cards. So we’re putting it right in their. And so when they’re learning, it guided with us, I mean, just excited to see what they’re going to be able to do in the future.

    Kevin Hogan
    Yeah. Well, once again, it’s a difficult topic and you add in COVID. It’s just always a tough conversation, but at the end of it I come out feeling better. Congratulations on your launch. Congratulations on on the work that you’re doing. Jesse at your district glass always seems half full. When I when I sit. With a few educators for 15 or 20 minutes this way, and here the the real work and the real successes you’re having. Thanks again for your time and for your insights.

    Devi Sahny
    Thanks so much Kevin for having us. We really appreciate it and love talking to you.

    Jessie Bushman
    Thank you.

    Kevin Hogan
    And that wraps up the special edition of Innovations in Education, which was brought to you by ascend. Now a US based education startup committed to increasing both college and career readiness for all students. For more information, you can find them on the web at buildmyedge.com.

    Kevin Hogan
    Latest posts by Kevin Hogan (see all)

    Source link