Advertise on podcast: ON Cultivating Student Engagement in Higher Ed

In this next segment, we pick up with Kenneth and Stephanie on accessibility as a daily habit rather than a one-time initiative, the four issues that trip instructors up most often, and how Design Plus helps tackle them. We also cover where to start when you're staring at a blank course, how thoughtful design actually supports how students learn, Cidi Labs' targeted use of AI to handle the tedious work without taking instructors out of the driver's seat, and a bigger-picture look at course design’s intersectionality across accessibility, quality, presence, and engagement. Kenneth Larsen Cidi Labs Co-Founder | Chief Instructional Designer  Stefanie Tate Cidi Labs Product Marketing Manager

In this first part of the episode, guests, Kenneth Larsen and Stefanie Tate from Cidi Labs  stressed the importance of striking a balance: while interactivity is powerful for re-engaging attention and building mental models… too much of any content can easily overwhelm learners. The key takeaway is that thoughtful course design — the combination of consistent structure with purposeful interactivity — is what drives real learner engagement and long-term retention.  Kenneth Larsen Cidi Labs Co-Founder | Chief Instructional Designer  Stefanie Tate Cidi Labs Product Marketing Manager

In this final part of this episode, Tim, Anna, and Jillian continue the discussion, focusing on redesigning or supporting assignments for engagement and integrity. They emphasize removing busywork without attacking faculty, valuing faculty expertise, and using student-centered strategies like self-relevant prompts and strong prep work (practice, low-stakes feedback, and clear purpose) to reduce misuse.  They reaffirm higher education’s broader purpose beyond credentials. Guests for this episode: Tim Mousel, M.S., Professor of Kinesiology | AI Faculty Fellow | Lone Star CollegeAnna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State CollegeJill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State CollegeEpisode Resources: ARAD Framework - https://evolveaiinstitute.com/ebook2/read.php?u=ai-responsive-assignment-design&p=index

In Part 2 of this episode, our guest continue to discuss shifting student trust and agency, the decline of college as a guaranteed pathway, and the need for higher education to prove its value through pivots like microcredentials and “good enough” course design that builds community. They raise concerns about the perceived validity of online degrees and AI-assisted work, emphasizing portfolios and demonstrable skills. The group debates whether faculty using AI is “hypocritical,” and how the student and faculty role might differ when it comes to AI.  They propose teaching AI trade-offs, self-awareness, and discernment, and redesigning assignments to be AI-dependent or AI-resistant. Guests for this episode: Tim Mousel, M.S., Professor of Kinesiology | AI Faculty Fellow | Lone Star CollegeAnna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State CollegeJill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State CollegeEpisode Resources: ARAD Framework - https://evolveaiinstitute.com/ebook2/read.php?u=ai-responsive-assignment-design&p=index

In this episode, my guests explored AI’s impact and the question of whether students have learned or are merely performing learning, complicating assessment, motivation, and course design beyond the limits of detection tools. My Guests discussed redesigning curriculum around purpose, process, and metacognition; ensuring assignments answer “why this matters”; and giving students choice to connect work to personal goals. They emphasize leadership–faculty collaboration, building instructor presence and relationships to strengthen trust, and using group-based work with reflection as one approach. The conversation argues for AI literacy among faculty, selective AI integration aligned to objectives, and strong pedagogy over “silver bullet” solutions. Guests for this episode: Tim Mousel, M.S., Professor of Kinesiology | AI Faculty Fellow | Lone Star CollegeAnna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State CollegeJill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State CollegeEpisode Resources: ARAD Framework - https://evolveaiinstitute.com/ebook2/read.php?u=ai-responsive-assignment-design&p=index

In this final episode of our three-part series, we turn theory into practice with concrete strategies faculty can implement immediately to support student mental health. My guests wrap up this episode as they share actionable techniques for recognizing warning signs and creating supportive classroom environments. This episode  also provides guidance for identifying students in distress.  This final portion of our conversation tackles the delicate balance between maintaining educational standards and providing mental health accommodation, offering practical solutions like universal design approaches that benefit all students.  Part 3, key topics include: Observable warning signs of student mental health distressBalancing academic rigor with mental health accommodationUniversal design strategies that support all studentsCreative approaches to regular student wellness check-insFuture visions for integrating technology with human-centered careFaculty contact information: University of Delaware Rebecca Wilson, MSW, LCSW: [email protected] Human Services & Human Relations Admin Programs Coordinator | Instructor, Dept. Human Development and Family Sciences University of Delaware Dr. Kate Riera, PhD:  [email protected] Assistant Professor, Human Services| Dept. Human Development and Family Sciences

In this second installment of our three-part series, we explore the complex world of AI-powered mental health support and its implications for students. We continue the conversation with Becky and Kate as they examine the growing trend of students turning to AI chatbots for mental health assistance. This episode tackles critical questions about the 24/7 availability of AI mental health tools versus the irreplaceable value of human therapeutic relationships. Our guests explore concerning scenarios around crisis intervention, discussing what happens when a student expresses suicidal ideation to a chatbot that cannot call emergency services or provide human follow-up care. Part 2, key topics include: The therapeutic relationship as the cornerstone of effective mental health treatmentSafety concerns and the need for human oversight in AI mental health toolsHow AI dependency could exacerbate social isolation and decision-making challengesEssential guardrails including informed consent, data privacy, and HIPAA complianceEthical considerations and liability issues for institutionsFaculty contact information: University of Delaware Rebecca Wilson, MSW, LCSW: [email protected] Human Services & Human Relations Admin Programs Coordinator | Instructor, Dept. Human Development and Family Sciences University of Delaware Dr. Kate Riera, PhD:  [email protected] Assistant Professor, Human Services| Dept. Human Development and Family Sciences

In this three-part series, host Lauren Kelley joins mental health experts to examine the evolving landscape of student mental health support in higher education, with a particular focus on the emerging role of AI-powered tools. The conversation begins by exploring how campus mental health conversations have transformed, addressing faculty misconceptions and establishing appropriate boundaries for educator involvement in student wellbeing. The experts provide concrete, actionable strategies faculty can implement immediately to recognize warning signs, create supportive classroom environments, and balance academic standards with mental health accommodations.  In this opening episode, explore the dramatic shift in campus mental health needs and faculty awareness with host Lauren Kelley as she welcomes Becky Wilson, MSW, LCSW, Coordinator of Undergraduate Human Services at the University of Delaware, and Dr. Kate Riera, Assistant Professor in the Dept. Human Development and Family Sciences. Part 1, key topics include: The evolution of mental health conversations on campusBreaking down stigma and the role of social mediaCommon faculty misconceptions about student mental healthWhether you're a faculty member, administrator, or student services professional, this episode provides essential context for understanding today's mental health landscape in higher education. Faculty contact information: University of Delaware Rebecca Wilson, MSW, LCSW: [email protected] Human Services & Human Relations Admin Programs Coordinator | Instructor, Dept. Human Development and Family Sciences University of Delaware Dr. Kate Riera, PhD:  [email protected] Assistant Professor, Human Services | Dept. Human Development and Family Sciences

The second part of the episode focuses on the practical applications and implications of AI in the humanities. The professors discuss specific classroom activities and assignments that incorporate AI, such as using AI tools for writing, creating images, and enhancing language learning. They explore the ethical challenges and biases associated with AI, and how these issues are addressed in their teaching. The conversation also covers the importance of preparing students for the workforce by developing critical thinking, ethical use of AI, and other essential skills. The episode concludes with reflections on the future role of AI in the humanities and advice for other educators who are hesitant to integrate AI into their teaching. Faculty contact information: Dr. Ju-A Hwang: [email protected] Dr. Meghan McInnis-Dominguez: [email protected], YouTube Channel | AI for the Humanities Dr. Alison Terndrup: [email protected] Persephone Braham: [email protected]

In the first part of the episode, 4 humanities professors, Alison, Persepone, Ju-A, and Meghan introduce themselves and share their initial reactions to using AI in their teaching practices. They discuss their initial fears, challenges, and motivations for experimenting with AI, highlighting the mixed emotions of excitement and hesitation. The conversation delves into how they navigated AI literacy, ethical considerations, and the development of AI policies in their classrooms. The professors share personal anecdotes about their journey from skepticism to curiosity and action, emphasizing the importance of balancing AI's capabilities with the essential human aspects of teaching, learning, and creativity.

In the first part of this podcast episode, Mathieu Plourde reflects on the impact of generative AI on higher education. Mathieu shares his extensive background in instructional design and educational technology, highlighting his work at the University of Delaware as well as his current institution, in the College of Business at Laval University in Quebec City, Quebec. The conversation touches on the challenges and opportunities presented by the rapid adoption of AI tools, comparing it to the sudden shift to online learning during the COVID-19 pandemic. Mathieu emphasizes the need for academia to balance innovation with careful consideration, noting that institutions are designed to be resilient and deliberate in their adoption of new technologies. He also discusses the polarized opinions among faculty regarding AI, the increased ease of cheating, and the importance of maintaining academic integrity. The discussion underscores the role of instructional designers in guiding faculty through these changes and the potential for AI to enhance, rather than replace, the human elements of teaching and learning.

In the second part of the podcast episode, Mathieu discusses the current AI-driven initiatives at his institution. The focus is primarily on raising awareness among faculty members about AI's potential. Faculty members are exploring small-scale projects like voice cloning and AI text-to-speech tools to enhance productivity in creating lecture videos. Additionally, there are discussions about developing AI agents to provide students with preliminary feedback on their work, ensuring they meet assignment guidelines before submission. The institution is also conducting training sessions and workshops to educate faculty on the impact of AI, both in terms of academic integrity and practical classroom applications. Larger AI projects funded by university grants are in the pipeline, although the institution is still in the early stages of integrating these technologies comprehensively. The overall goal is to build a supportive environment where faculty can experiment with AI tools and understand their implications for teaching and learning. Tools referenced in this episode by Mathieu: SunoIdeogram

In this insightful episode, join us for a fun discussion on the University of Delaware's innovative 10-Day Accessibility Challenges designed to provide educators with the knowledge and skills to create inclusive and accessible learning experiences for all students. We are joined by Jamie Summerfield, Educational Technology Consultant, and Molly Thomas, Instructional Designer, from Academic Technology Services, who share the inspiration behind these challenges, the types of tasks faculty will complete, and the valuable resources available to support them during these challenges. They will explore how daily bite-sized, tasks aim to shift mindsets about accessibility being difficult to implement. They also hope to break down any misconceptions about accessibility in Canvas courses. After the full episode, check out our funny blooper. Happy listening! To sign up and for more details, visit: sites.udel.edu/canvas/workshops sites.udel.edu/canvas/2024/04/faculty-10-day-accessibility-challenge

In this episode, Dr. John Jungck, Professor of Biological and Mathematical Sciences, and Jamie Summerfield, Ed tech Consultant with Academic Technology Services (ATS), talk with me about the popular Tech Talk Tuesdays speaker series at the University of Delaware (UD). John shares how he started the series in 2013 to facilitate cross-disciplinary conversations around using technology for teaching. Together, John and Jamie discuss the process of selecting diverse presenters and topics that highlight innovative teaching approaches and tools like AI. They emphasize creating an inclusive, casual environment that attracts faculty across disciplines. Successful past sessions have sparked new interdepartmental collaborations. Their goal remains to build a supportive learning community where UD faculty can share expertise, find mentors, and gain exposure for their teaching innovations. Learn more about Tech Talk Tuesdays: Website linkCan't wait until the next Tech Talk Tuesday? Check out April workshops that will provide some virtually timely and practical introduction to the potential of AI tools to improve teaching, learning, and research.  This short list of workshops will later kick off a calendar of events starting this fall.  Learn more about these sessions: Register

In this special episode that is part of a short series about The Paul J. Rickards, Jr. Teaching Innovation Grant program, we highlighted Dr. Katy Bender, an Assistant Professor of Economics at the University of Delaware's Lerner College of Business & Economics. With a Ph.D. in Agricultural, Environmental, and Development Economics from The Ohio State University, Dr. Bender specializes in Resource & Environmental Economics, Experimental Economics, Development Economics, and Applied Econometrics. Dr. Bender talked about her grant project, "DataEnchanted: Transforming Numbers Into Knowledge," which uniquely incorporates the influence of music icon Taylor Swift to make data analysis accessible and engaging, particularly aiming to inspire more women into the field of economics. The grant application period is now open as of March 1, 2024, we invite you to uncover how this opportunity can ignite your innovative teaching initiatives. Dive deeper into the possibilities at https://ats.udel.edu/grant/.