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Higher Ed

Explore tools, strategies, and resources for higher education. Discover insights to enhance teaching, learning, and technology in colleges and universities.

Trust Before Tech: AI Integration in Higher Education Coaching

by Michael Key July 29, 2025

written by Michael Key

Imagine: you’re a faculty member and receive an email introducing a new AI teaching assistant (AITA). Instead of curiosity, your first reaction may be fear: “Am I being replaced? Are they implementing something to monitor me? Are we supposed to help students cheat?” As instructional coaches, it can be easy to leap into technology training with tools in hand, forgetting that successful adoption starts not with the technology—but with trust.

Leading with Trust

Often the earliest early adopter in the various institutions I’ve worked for, I recently shocked some industry colleagues when I was the only dissenting opinion regarding adopting a customer relationship management (CRM) software governed by AI. The primary audiences I support are post-traditional students, those on academic probation, first-generation students, and low socio-economic families. I often hear frustration from students about our institution’s automated teller, not using personal email addresses, and only getting voicemail after business hours. I knew immediately that if we implemented an AI automated teller, the trust we are consistently trying to build with students might experience irreparable damage. As coaches, we often sit at the intersection of these relationships, uniquely positioned to gauge institutional trust that should keenly discern the difference between novel technologies and appropriate applications.

Before introducing AI in higher education classrooms, let’s explore three essential layers of trust: institutional, instructor, and student.

1. Institutional Trust: “Will I Be Replaced?”

Many instructors and staff view institutional tech initiatives with skepticism as organizations face the constant pressure of supporting more expensive needs with shrinking funding. AI adoption can trigger fears of surveillance, deskilling, or job insecurity, especially when framed as a cost-saving or efficiency measure. When trust in the institution is low, even the best tool can do more damage than good.

Real-Life Coaching Moment: After the sales call for the AI-generated customer relationship management system, a co-worker said, “That system is going to replace us. If students can get help 24/7, what can we provide?”

Coaching Strategy: As one of the main system admins for our current customer relationship management system, I asked them if they felt that way when it was first implemented since we could write and schedule communications pretending to be them. They mentioned feeling very skeptical in the beginning. “After automating many communications, were you finally allowed to work on something else?” They noted that they saw an increase in responses and had more time to craft more intentional responses since we weren’t spending so much time determining which students needed communication and writing specific messages to hopefully get them to respond.

Trust Tip: Technologies help reduce our labor so we can spend more time on things that matter, such as building relationships instead of cold calling.

2. Instructor Trust: “Can I Use This Without Losing Control?”

Faculty often carry deep pedagogical values—and sometimes deep imposter syndrome. The fear isn’t always that AI will do it wrong. It’s that it will do it better, faster, or differently. Coaches must assure instructors that AI is a collaborator, not a competitor.

Real-life coaching moment: I worked with a committee of faculty who wanted to draft an institutional policy with their refusal to experiment with AI and wished to have it blocked on all campus networks. Not because it wasn’t valuable but because it was sometimes too useful, and students would use it to cheat. Their resistance was not about the tool. It was about control.

Coaching strategy: Acknowledge the history. I did not begin with “You have to…” Instead, I asked them to join me in identifying at least three other technologies in the past 40 years that caused similar panic. They quickly identified Google, Wikipedia, YouTube, cell phones in class, smartwatches, and countless other technologies we often use daily. I asked them how we overcame those tensions and how we might use those in the rise of AI. They mentioned having to teach students when it was appropriate to use these technologies and warning about how they might mislead them if misused. Soon, they shifted their focus on how AI use could be modeled since banning someone only increases its use.

Trust Tip: Never blame the tool. Only blame the one using it. A hammer is used to drive nails in wood, but we should not ban hammers because some misuse it as a dangerous object.

3. Student Trust: “Is this what I’m paying for?”

Students, too, are sensitive to how AI is used. They may see it as a gatekeeper when contacting instructors and staff if it’s introduced without context. Additionally, would they pay tuition to be taught by AI? Learning suffers when students don’t trust how or why AI is used.

Reflection prompt for coaches: Have any students at your institution raised concerns about AI teaching aids or that they fear their instructors inherently assume they’re using AI to cheat?

Coaching strategy: Help instructors engage students in dialogue about AI. Offer language like: “I use AI as a conversational tool because I often craft better ideas through dialogue. However, I know when I have my idea and to stop using AI and crafting my content.” Transparency is not a loss of authority—it’s a bridge to deeper learning and a license for trust.

Student-Centered Prompt: Ask students to talk with an AI about a subject they know very well and rate its accuracy. Turn bias into responsibility.

Conclusion: Start With Trust

As AI continues to shape the human world, we must remember that its success depends less on the sophistication of its design and more on the depth of our relationships. Instructional coaching is not just about helping faculty use tools—it’s about assisting them to trust themselves, their students, and the systems they’re part of.

Start with trust, and the tech will follow.

July 29, 2025 0 comments

Proven Classroom Discussion Strategies for Deeper Learning

by Dr. Bruce Ellis May 8, 2023

written by Dr. Bruce Ellis

Have you ever visited a teacher’s classroom where things were going so well that you wished you could replicate it with other teachers? It appears that the teacher is doing very little, and yet there is healthy student interaction and support taking place. It is likely because the teacher of the classroom has a student-centered environment and uses effective discussion strategies. Let’s take a look at some reasons why we want to engage students with effective discussion strategies. Then, I’ll identify a variety of proven strategies to try out.

Reasons to Use Discussion Strategies

There are many reasons to use discussion strategies in our classrooms. It’s not hard to find research that supports discussion strategies, regardless of what content or grade level you teach. What are the benefits of discussion in the classroom?

Enhanced comprehension. Active discussions help students process and understand complex concepts by breaking them down into digestible components. As students articulate their thoughts, they refine their ideas and make new connections between previously learned information and the content that is currently being studied.
Critical thinking. Engaging in discussions challenges students to analyze, synthesize, and evaluate information from various sources and perspectives.
Active learning. Engaging in discussions requires students to participate in the process through listening, even if they are not talking at the moment. Unlike passively receiving information, students have ownership of the process and the content that is being shared.
Confidence building. As students learn to express their thoughts, they gain more confidence and ownership of their own thinking and participation in academic discussions.
Continuous feedback. Discussions provide opportunities for immediate feedback from peers and teachers, which helps students self-identify gaps in their understanding. Then, they can make necessary adjustments in their learning.

5 Reasons to Use Discussion Strategies in the Classroom

Tips to Consider When Using Discussion Strategies

If you are new to incorporating discussion strategies in your classroom, consider these tips. If you are already employing discussion strategies, then look through this list to evaluate the merit of using these tips for your discussions.

Begin small. When using discussion strategies with students, start with very easy, non-academic topics for students to discuss. This allows them to learn how to have discussions without having to focus on important content that may be very new to them.
Start with just one strategy. Consider which strategy might work best with your students. You may find that one strategy works great for first period but doesn’t really work for third period.
Ask for feedback. As you start incorporating that one strategy, ask students for feedback on how they feel it is going and how it is helping them. This is also your chance to give them feedback on how to better participate in the process of this strategy.
Vary the strategies over time. Like most good teaching strategies, variety increases engagement by adding newness and novelty. Give students time to learn the first strategy before incorporating a new one. As they learn different discussion strategies over time, you will be able to see which ones work best with your students and switch them up.
Explain the rules clearly. In order to give students the most likelihood of success, be sure to share the rules or protocols before implementing a strategy. It may be helpful to role-play a strategy or find a YouTube video that you can share with your students to demonstrate how it works. The better they understand the rules and how to engage within that strategy’s structure, the more confident they will feel with focusing on the content and not the process of discussion.

Discussion Strategies to Try

If you have been in education for the last 10 years, then you have definitely seen this strategy take place. It is a very easy strategy to use and students do not have to leave their seats to participate. After doing a small bit of teaching, give your students a brief time to think about a question related to the teaching. This gives students time to formulate their thinking and process the information individually. Then, have students turn to their neighbor and share their thoughts. Students should be encouraged to ask questions and give feedback to each other in the process.

Four Corners

The nice thing about this strategy is that it has students kinesthetically engage with the content. They are more clear in their decisions and more likely to correct misconceptions. After reading a particular text or teaching, assign a different position or perspective to each corner of your room. Have students go to the one they agree with or are interested in. Students in each corner have a discussion among themselves on the position/perspective. Take this to the next level and have students pair up with someone from a different corner to cross-share their information.

Socratic Circles

You may know this by another name, the Socratic Seminar. This technique requires that you change the seating within your classroom, so be sure to factor that in if you’re using this with a class in which you only have 45 minutes before the bell rings.

Here’s how it works:

Choose a topic or text. The first step is to select a topic or text that you want your students to discuss. It could be anything from a current event to a piece of literature or a historical document.
Set up the circle. Arrange the chairs in a circle and make sure there is enough space for everyone to participate. If you have a large class, you can divide them into smaller groups and set up multiple circles.
Establish the rules. Before you begin, establish the rules for the discussion. For example, students should listen carefully to others, avoid interrupting, and speak respectfully. It’s also a good idea to set a time limit for each person’s contribution to the conversation.
Begin the discussion. Start by asking an open-ended question about the topic or text. Encourage students to share their thoughts and ideas, and to respond to each other’s comments.
Facilitate the discussion. As the discussion progresses, ask follow-up questions to deepen the conversation and encourage critical thinking.
Wrap up the discussion. After the allotted time has passed, wrap up the discussion by summarizing the key points and insights that were shared. Encourage students to reflect on what they learned and how they can apply it in other contexts.

Silent Discussions

If you want students to do more mental processing before they articulate their thoughts, this may be the strategy for you to use. However, if you have students who struggle with the content or language, this may be one to test out later in the year rather than earlier. This technique takes advantage of students’ affinity for text while also giving them the opportunity to formulate their answers before sharing them with the group. Use a tech tool such as Padlet to facilitate the discussion; use the Stream format if there is just one discussion topic for whole group discussions, or consider using the Wall with Sections to facilitate several different discussions. Consider having students share their takeaways aloud in small groups to help solidify the learning.

Fishbowl

While this strategy has many benefits, it does require that your students have a certain level of trust and confidence in themselves and the class. Once you have that established, this is a very effective and engaging way for students to participate in the content and learn from each other. This is also a great strategy for students who are struggling with language, since they can listen to others think out loud to better structure their thoughts and use academic vocabulary.

For this strategy, have two students sit facing each other in the middle of a circle while the rest of the class sits around them. The two middle students will have a discussion while the rest of the group listens in. Consider modeling this with another teacher or finding a good YouTube video to share with your class. Once your students become familiar with the strategy, set a random timer, and when it goes off, have one of the middle students tag another student to come in and take their place. This helps ensure that the folks on the outside have an invested interest in paying attention and thinking along with the discussion that is taking place.

Speed Dating

This strategy is great for adults and students alike. It’s very quick and requires students to share specific information within a limited time frame. If you’re working with younger students, then you might find a better reference to this strategy as Speed Talks or Drive-Through Discussions.

In this strategy, have students make two lines facing each other, so that each student is partnered with a student across from them. You could also do concentric circles if your room accommodates that better. This may better take place in the hallway outside your classroom for easier spacing. After sharing your discussion prompt, set a timer for the amount of time students will have to discuss, share reasonings, ask questions, etc. When the timer goes off, have one row move down two people, with the person on the end circling to the other end of the line. Repeat the process. Because students can easily hear their neighbors, I prefer to have them move two down the row so they hopefully hear new or different information than what their neighbors might have shared. As en extension, you can consider assigning a role to each row, with one row taking on the perspective of xyz while the other role is coming from and supporting the abc perspective.

Now It’s Your Turn

Which strategy have you found most effective with your students? What about that strategy lends itself to enhancing the learning that’s taking place in the classroom? Jump in the comment section below and let us know. We realize these are just a few of the many great engaging discussion strategies that can be employed. If you know of one that we didn’t share, leave it in the comments so others can learn about it. We look forward to hearing from you!

May 8, 2023 1 comment

English Language Arts Reading (ELAR)Higher Ed Writing

Six Tips to Prepare Students for College Writing Courses

by John Hansen August 24, 2022

written by John Hansen

Many students, often with different majors outside the humanities, end up taking a required sequence of first-year college composition courses during their first year in college. Much of the time, students feel a sense of dread or apathy towards writing in general. A majority of my students in their diagnostic essays (about their strengths and weaknesses) tell me that the act of sitting down at a computer for several hours and trying to come up with the right words and sentences can be a daunting task. Here are a few helpful tips I would give to students preparing for first-year composition. If you teach high school writing, these tips would be helpful to practice early on with students to prepare them for these first-year composition courses.

Change your thinking, mindset, and routine.

Don’t fear writing. Instead, think of a composition class as an opportunity to improve your reading comprehension, critical thinking, and writing ability in both an academic and professional setting. These skills benefit you no matter your field of interest. Once you see its value, are you then willing to work hard and do everything you can to meet your goals? Can you allow yourself to make mistakes but see how those mistakes can help refine your writing with more practice and experience? Adjust your approach. Look at things with an open mind. Will you ask for help when needed? Are you actively seeking out every possible resource that your school has to offer (success center, resource center, library services, online tutoring, student services)? Make choices that put you in the best position to thrive. Does this mean sacrificing time with friends and family? Does it mean scheduling some time at the writing center or with an online tutor? Or does it mean sending your instructor an e-mail about your writing concerns? If you want to give yourself the best chance to succeed, then the answer to these questions is an emphatic “Yes!”

Read the course syllabus.

Reread it again if you must. No, seriously. Please read it a few times. More often than not, a question you may have about the course (especially within the first week or so) can be found here. Have the syllabus close by for reference and highlight specific parts or lines that are important. This may include your instructor’s contact information (e-mail, phone number, office/virtual hours), course policies (late work, plagiarism, formatting requirements), course materials (textbooks, workbooks, login/access codes, and links), weekly course schedules (assignments and due dates), and specific directions for assignments (requirements and style).

Do all of the required reading and homework assignments.

Block off some time each day—or whenever your schedule allows—to work on your course assignments (write down due dates in a planner). Allow yourself enough time to thoroughly review, comprehend, and complete the coursework. This isn’t just to get a good grade. Writing is recursive. Each assignment in a course is scaffolded and builds upon each other. For example, you might not be able to master the end-of-module summative assessment (high stakes) such as a three-to-four-page descriptive essay, unless you are doing the formative assessments (low stakes) each week in order to understand and practice implementing the five senses into your writing. Be an active learner and ask questions to yourself, your instructor, or your classmates about the course materials. Treat school and these assignments as a full-time job. Put the time and effort into every reading and writing assignment.

Know the intent of each assignment.

Carefully review the directions on the assignment sheet (pay close attention to action words, keywords, and rules), and sometimes a posted writing sample of what the instructor is looking for in a particular assignment. Are you clear about the assignment’s expectations? Be sure you have a well-developed plan that answers what the assignment is asking of you. For instance, there are usually several questions (and subset questions) listed on the assignment sheet. They are there for a reason and should be clearly addressed in your writing. The questions will allow you to often consider content, rhetorical elements, situation, audience, purpose, point of view, organization, style, and theme.

Prepare a rough draft for all major essays, even if it isn’t required.

This might take some extra time and effort, but you can receive really valuable feedback from your instructor, success/writing center, study group, or online tutoring service. The more eyes that review your essay, the better. This can help you identify issues with content, organization, and style. If you address these problems for the final essay, you are most likely going to see a higher grade because your final product is more polished. Good writing doesn’t happen in an instant, it usually takes some time to mature as a writer. Writing one, two, or even three rough drafts before the final draft is due is a great way to practice and enhance your skills.

Reach out to your instructor.

E-mail, Zoom, or a learning management system message are all ways you can get in contact with your instructor. Always keep them informed of any problems you are having that might affect your performance in the class. Such issues might include asking to turn in a late assignment, illness, not understanding an assignment, or an inability to begin the writing process. Instructors have issues come up as well and are most likely open to working with you. If you don’t immediately notify your instructor of an issue, there might not be enough time to make arrangements, and it could end up hurting your overall grade in the class. It never hurts to simply ask.

These tips will set any student up for success in their first year of college. But they do require students to take initiative, ownership, and responsibility for their learning– which takes practice and support to reach autonomy. The more practice students can get with these tips before entering their college writing courses, the better prepared and more successful they will be.

August 24, 2022 1 comment