How Can Experiential Learning Improve Classroom Outcomes?

11/28/2024 |
Experiential learning is a vital pedagogical approach, seamlessly connecting theory with real-world practice. Institutions and educators play an essential role in creating these meaningful opportunities. By being exposed to experiential learning, students can greatly enrich their academic journey and prepare themselves for future careers. Let’s explore five reasons why engaging in experiential learning is a worthwhile opportunity for every student. 

A female professor giving a lecture to students in the university amphitheater. Smart young people study at the college. Education, college, university, learning and people concept1. Connecting Theory to Real Life

Experiential learning opens a remarkable door for students, allowing them to witness the real-world significance of lessons learned in the classroom. This interactive approach does more than just impart knowledge; it creates a memorable learning experience that resonates long after students leave the classroom. By applying their theoretical knowledge to tangible challenges, students enrich their understanding and ensure that their education extends past the pages of a textbook.

Group of students gathered around a student sitting with a laptop. 2. Cultivating Essential Skills

One of the most exciting aspects of experiential learning is its power to nurture crucial skills. Students actively engage in problem-solving, effective communication, leadership, and adaptability—qualities that are indispensable both personally and professionally. These experiences prepare them for the shifting landscape of today’s job market. Employers consistently emphasize the importance of these skills, making experiential learning an invaluable pathway for students to refine abilities that will translate classroom outcomes into career success. 

Happy student raising her hand to ask a question during lecture in the classroom.3. Boosting Engagement and Motivation

The beauty of hands-on activities and real-life experiences is found in the vibrant educational environment they create. When students can directly relate their studies to real-life situations, their motivation soars! This enthusiasm translates into enhanced academic performance and a deeper commitment to learning, creating a positive feedback loop that inspires curiosity and passion for knowledge. 

4. Elevating Career Readiness

Experiential learning is a key ingredient in preparing students for success in a competitive job market. Through planned internships, co-op programs, and project-based experiences, students build impressive resumes and forge valuable professional networks. These opportunities equip them with practical skills and industry insights that set them apart in the eyes of potential employers, ensuring they graduate with the hands-on experience that helps them land their first job.   

5. Encouraging Lifelong Learning

Experiential learning promotes an exciting mindset of continuous growth and exploration. By facing new challenges head-on, students learn to adapt and seek knowledge in varied contexts, fostering a passion for lifelong learning. This adaptability is crucial in our ever-evolving world, encouraging a proactive approach to both personal and professional development. This incredibly valuable attitude serves them well in all walks of life. 

Inspiring Real-Life Examples of Experiential Learning

Experiential learning is not just a concept—it’s a transformative approach with real-world applications that showcase its profound impact. In an Inside Higher Ed article, students share how immersive experiences enable them to explore potential career paths firsthand, empowering them to make informed choices about their futures. Rebekah Layton recounts how her military experiences illuminated that career’s rewards and challenges, ultimately guiding her toward a more compatible profession. This hands-on exploration gives students a clearer understanding of how their interests align with their strengths. 

Additionally, EdTech Magazine highlights the University of Texas at San Antonio’s (UTSA) experiential learning initiative called the Bold Careers program. In this initiative, students gain invaluable experience working on real technology projects within the university’s tech department. Not only do they develop technical expertise, but they also cultivate vital workplace skills such as problem-solving and effective communication. By participating in impactful projects, students gain industry-relevant experience that boosts their confidence and prepares them for the workforce. 

These examples illustrate how experiential learning enriches students with authentic experiences beyond the boundaries of traditional classrooms. Programs like UTSA’s Bold Careers empower learners to make informed career decisions, build essential skills, and nurture a love for lifelong learning—bridging the critical divide between education and the professional world. As educational institutions embrace innovative teaching practices, experiential learning will remain an essential pillar of student success, inspiring the leaders of tomorrow! 

ACUE badge that says Preparing Students for Experiential Learning.Ready to dive deeper into experiential learning and bring its benefits into your own classroom?

ACUE’s new Quick Study course, Preparing Students for Experiential Learning, enables educators to help students connect theory to practice in order to foster personal growth and career readiness and prepare them to tackle real-world challenges with confidence. 

Don’t miss this opportunity to enhance student engagement and outcomes—take the next step in empowering your students for lifelong success! 

Bring the Learning Lab to Your Faculty
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College at Thanksgiving

11/25/2024 |

College at Thanksgiving

Every Thanksgiving, college students take a break to celebrate with family. Around dining tables, between servings of mashed potatoes, Uncle Frank, Cousin Sue, or Nonna will eventually ask, “How’s it going?”

It may seem like innocent small talk. But Uncle Frank is good friends with a state representative who’s on the higher ed committee. Sue still has a landline and participates in public opinion polls. And Nonna votes.

Meaning, how confident are we that more than most of our students will say, “It’s great! I’m learning so much! I really see the value!”

Elite institutions are likely just fine. Their carefully selected students are buying a brand that, by definition (if circularly), must be great because of the brand. But others have reason to worry:

  • Two out of three new community college students are likely to say, “Ya’ know, I’m not sure college is for me.” Odds are they will drop out or enter a broken transfer system or take more than three years to earn a degree.
  • One out of three new BA students in bachelor’s programs will have similar feelings and drop out or take more than six years to graduate.

Now let’s do the math: with 14 million undergraduates in BA programs and 4.6 million at community colleges, that’s 7.7 million Thanksgiving conversations—among tens of millions of Americans—doubting what we do.

College student walking on the highway while looking at a question mark

‘I’ve always got a job down for you at the shop,” offers Uncle Frank, despite the $1 million more a degree holder earns, on average, over a lifetime. “I’m not surprised,” adds Sue, who just told a pollster she has “no confidence” in higher ed; she’s among a third of Americans, with another third only reporting “some” confidence. Then Nonna quips, “Were you in one of those encampments?”

When it comes to street-level politics, higher ed’s value isn’t earned by yet another report about how much we add to the nation’s GDP or contribute to national security. It’s at dining room tables, in family conversations, among those paying the bills and taking classes.

The trouble is, higher education is not convincing ordinary Americans that it values what they value—a good education. And this needs to change.

A rash of recent articles in USA Today, The Washington Post, Washington Monthly, Forbes Magazine, Deseret Magazine, the Chronicle of Higher Education, and elsewhere is bringing increased public attention to two facts: 1. The college rankings game prioritizes research, and 2. professors are largely not taught how to teach.

Combined, this means that our sector is not designed to deliver what families want and expect—good teaching and learning that motivates students to finish their degrees, delivered by well-supported professors who are as expert in their teaching as they are in their scholarship. To make matters worse, today half of all professors—750,000—work part-time. These “contingent” employees aren’t expected to do any research but aren’t supported to teach well, either.

Growing public awareness (of problems that higher ed has long known) will further erode confidence in what we do. It will send more high school students into non-degree certificate programs that are increasingly popular among policymakers and ed reformers. Left unattended, it will do little to win back the 37 million Americans with some college but no degree, many carrying debt and unable to get jobs that expect a college education.

But it’s not too late. 

Groups like the National Association of Higher Education Systems (NASH) recently partnered with the Association of College and University Educators (ACUE) to prepare and certify professors in effective teaching. Today, 42,000 college instructors hold an ACUE credential, and interest is growing. Nationally recognized scholars, including American University’s Corbin Campbell and Florida Atlantic University’s Bryan Dewsbury, are publishing guides and toolkits for faculty and administrators to strengthen teaching on campus equitably for all students. Major commissions, including the Boyer 2030 Commission of the Association of Undergraduate Education at Research Universities (UREU) and the National Academies of Sciences, Engineering, and Medicine, are centering effective teaching in higher ed’s “student success” agenda.

Every college and university should support these efforts. But, of course, there’s always a chance that institutions wait for US News and World Report, among others, to include teaching metrics in their rankings or keep pursuing a vaunted “Research” designation through the Carnegie Classification system. Meaning, they will wait to be told what to do—in law, by regulation, or through market pressures.

But the risks are too high, as measured by public confidence, much-needed enrollment, and a new administration in Washington eager to dismantle the status quo.

It’s time for higher ed to author its future, not Uncle Frank.

About the Authors

Headshot of Jonathan Gyurko

Jonathan Gyurko, PhD is President & Co-Founder of ACUE and an adjunct assistant professor at Teachers College, Columbia University.

Kevin P. Reilly, PhD is President Emeritus and Regent Professor of the University of Wisconsin System and a former ACUE advisor.

College Students want Great Teaching, Not Easy “A”s

11/04/2024 |

College Students want Great Teaching, Not Easy “A”s

Register for Upcoming Webinar

“Take the professor, not the class.” It’s a common refrain on campus when students ask friends for advice. But it’s not to get an easy “A” or an entertaining semester. When asked, students more highly recommend professors who are better teachers.

New research finds that students are more likely to recommend professors who help them navigate challenging concepts, set clear expectations, and create a supportive learning environment. Clarity is key: 40 percent praised instructors who simplify complex topics and are transparent about goals and grades. Students also recommend professors who use interactive practices, and nearly a third praised instructors who bring real-world relevance into class.

A quarter of respondents appreciated teachers who are responsive, offer additional resources, and show genuine care for student success.

These and other findings are from a new paper sponsored by the Lumina Foundation, from survey research of 1,300 college students across 22 institutions conducted by the Association of College and University educators (ACUE).

We shouldn’t be surprised. Despite patronizing stereotypes about how students are more interested in football games, parties, and social media, the data add to our understanding of what students and families value in a college education—effective teaching for real learning. Plus, it confirms that students know what they’re looking at; they’re able to distinguish instructional approaches that work better than traditional “chalk and talk.”

These findings have important implications for higher ed policy and practice.

A teacher demonstrates great teaching by providing one-on-one support to a student, fostering an interactive learning environment.

1. The Enrollment Cliff

First, the “enrollment cliff” has colleges and universities scrambling to improve recruitment and retention. Schools should invest in their professors to advertise and deliver a quality of education that students find more valuable.

A student focuses intently while writing notes, showing the impact of great teaching in encouraging active learning and concentration

2. Course Evaluations

Second, today’s course evaluations have lost their usefulness and legitimacy. Too few ask unbiased questions about specific teaching methods that provide useful feedback to professors and administrators. Better instruments, including ACUE’s Student Survey, identify growth areas for continuous improvement.

An instructor and student collaborate on a laptop with guidance from a supportive teacher, embodying the essence of great teaching in a diverse classroom setting.

3. Professor Strengths

Third, we shouldn’t leave it to sensational online ratings to inform students about a professor’s strengths. With better surveys and data from a broader and reliable cross section of students, we can publish student feedback every term. Doing so would make our teaching open to scrutiny and improvement, meeting the same standard we expect of our research.

Finally, it’s time to rationalize our human resources—the country’s 1.5 million hardworking professors. For too long, higher education prepared and expected professors to conduct research, at the neglect of teaching. Then, adjunctification created a de facto teaching force, albeit just as untrained or supported to teach well. Yet this new study also finds that adjunct instructors and tenure-track professors received higher recommendations than their more experienced, tenured colleagues. It suggests that our new generation of professors is ready for more differentiated and equitable roles, relative to our student success imperative. It’s not unlike what’s happened in healthcare, with different practitioners trained, staffed, and supported for different responsibilities. Like good healthcare, effective teaching matters.

Students know it, and we should listen.

Interested in learning more about great teaching through the eyes of students?

Join us on Thursday, November 14 from 3 – 4:15 p.m. ET for “Why Students Recommend Professors: Good Teaching Through Student Eyes,” where we will bring together a member of the ACUE research team, a faculty member certified in ACUE’s Framework, and a professional academic advisor/adjunct instructor to discuss the Student Perceptions of Teaching research findings and their impact on teaching and learning in 2024 and beyond.

Register for Upcoming Webinar
ACUE Commons deep dive graphic

Empower Your Teaching Journey: A Deep Dive Into ACUE Commons

10/17/2024 |

Empower Your Teaching Journey

A Deep Dive Into ACUE Commons

The pursuit of excellence in teaching is a journey, and for faculty certified in ACUE’s framework, it never ends! Our recent webinar, “Your Hub for Great Teaching: Explore the ACUE Commons Live,” served as a captivating introduction to a dynamic hub poised to revolutionize the way educators connect, collaborate, and push the boundaries of teaching.

The webinar, led by the amazing ACUE Commons Community Manager, Kelly Williamson, and faculty leaders from our founding members, Kiki Heintz (Pulaski Technical College) and Nicole Rice (Palm Beach State College), was an in-depth exploration of ACUE Commons. Through a live demo, participants got to see firsthand how the intuitive, user-friendly interface of the ACUE Commons can support their teaching while connecting them with faculty nationwide.

Search Tools

Let’s start with the platform’s powerful search capabilities, that make it super easy for educators to find exactly what they need, when they need it. From staying up to date on the latest trends and topics in higher education to accessing a wealth of ACUE course materials, including resources from completed pathway courses, the search tools put the power in your hands.

Learning Lab

The Learning Lab is a goldmine for continuous professional development. With brief, self-paced Quick Study courses covering relevant topics in higher ed like AI and constructive conversations, it’s the perfect place for faculty (including adjuncts!) to quickly gain the knowledge and skills needed to continue to thrive in the ever-evolving landscape of higher education.

Community & Collaboration

ACUE Commons isn’t just about resources; it’s about networking with a vibrant community of educators. The webinar highlighted the hub’s potential to connect faculty from different disciplines and institutions, creating opportunities for collaboration, knowledge sharing, and support.

Whether you’re a seasoned professor or a new faculty member, ACUE Commons is here to support you every step of the way. The webinar highlighted the platform’s versatility, catering to a variety of needs and aspirations. With ACUE Commons, you can:

  • Learn actionable teaching strategies, innovative approaches and practical tips that enhance your classroom practice, and propel your students’ success and engagement.
  • Tap into a curated collection of resources from trusted providers, ensuring you have the tools you need to succeed.
  • Forge connections with a community of passionate and skilled ACUE trained faculty, fostering a sense of belonging and shared purpose.

Join ACUE Commons Today!

Ready to take your teaching to the next level? Eager to connect with an energetic community of educators? Don’t miss out on this incredible opportunity.

Connect with us today to learn more about becoming an ACUE Commons member. Whether you’re interested in joining as an individual or bringing ACUE Commons to your entire institution, we’ve got you covered!

Watch the Full Webinar
Close up image of three people's hands while in a conversation

ACUE’s Webinar: Creating Safe Spaces for Constructive Classroom Conversations

10/09/2024 |

About ACUE's Webinar

Having Constructive Classroom Conversations in Challenging Times

In an era marked by polarization, educators were tasked with a pivotal challenge: facilitating classroom conversations where students could freely express diverse opinions, foster empathy, and enhance critical thinking.

On Thursday, October 17, Adam Smith hosted a dynamic webinar in which three distinguished panelists shared their insights on fostering productive classroom conversations around challenging topics.

Picture of Adam Smith
Adam Smith

Host, Nationally Recognized Higher Education Expert

Picture of Timothy Berry, EdD
Timothy Berry, EdD

Professor of Educational Leadership, Minnesota State University, Mankato

Picture of Teresa A. Nance, PhD
Teresa A. Nance, PhD

Vice President for Diversity, Equity, and Inclusion & Chief Diversity Officer, Villanova University

Picture of Zack Ritter, PhD
Zack Ritter, PhD

Lecturer , UCLA and Cal State Dominguez Hills

Unlocking the Secrets to Civil Discourse in Classroom Conversations

ogether, these leaders broke down the barriers to productive conversations in the classroom and provided participants with practical tools to navigate tricky discussions with confidence and clarity. Attendees walked away from the session with key strategies that not only transformed how they managed classroom discussions but also empowered their students to think critically and engage meaningfully.

By fostering an environment where questions were encouraged, using skilled moderation to turn heated debates into learning moments, teaching students to find credible sources, and addressing cognitive biases, educators were able to effectively guide their students through even the most challenging topics.

Why Dialogue Matters Now More Than Ever

Educator leading a classroom discussion, fostering inclusive and productive classroom conversations.

As we approach the 2024 U.S. presidential election, campuses across the nation are becoming hotbeds of civic discourse. The stakes for maintaining constructive dialogue have never been higher. How faculty handle these classroom conversations will be a key sign of whether colleges and universities can weather the potential storm ahead.

Recent findings by the Civic Learning and Democracy Engagement Coalition, as highlighted by The Chronicle of Higher Education, emphasized that “civil-discourse training must be embedded into the curriculum.”

Inside Higher Ed has shed light on the proactive measures campuses are taking to brace for the forthcoming presidential election. They remind us of the last time higher education faced challenges like these, in the race between Donald Trump and Hillary Clinton in 2016, acknowledging the reality that the 2020 election was a very remote experience because of the pandemic. Localized approaches, like those undertaken by several universities in New York City, are embracing a national trend to preemptively prepare students for possible conflict.

Empowering Faculty to Empower Students

Our Having Constructive Classroom Conversations in Challenging Times webinar is designed to help educators keep classrooms as spaces for meaningful, respectful conversations. This initiative builds on ACUE’s work to guide faculty through the intricacies of community building and constructive dialogue.

Previously, ACUE has explored the importance of supporting faculty in building community. In June, a blog written by Felice Nudelman outlined five guidelines and processes for making constructive conversations possible.

By watching this webinar, you’ll gain firsthand insights from leading experts and acquire actionable strategies to apply in your classroom. Whether you’re seasoned in facilitating challenging discussions or are contemplating how to approach them, this webinar will equip you with the strategies you need.

Watch Now

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ACUE October 2024 Newsletter

10/04/2024 |

Welcome to the Fall Semester!

We hope everyone had a great summer and look forward to sharing with you exciting highlights from this summer, tools you can use, and more in our August 2023 newsletter. 

In this Issue

National Higher Education Teaching Conference

Tools You Can Use

Grant Opportunity

The Student Lens

Partner Spotlights

ACUE on the Road

Share Your Story

ACUE's Inaugural National Higher Education Teaching Conference

On June 22–23, presidents, provosts, professors, students, policymakers, and philanthropists gathered for two inspiring days of bridging policy and practice, learning practical strategies, and centering the impact of faculty on higher education’s agenda at the inaugural National Higher Education Teaching Conference. Additionally, seven institutions were honored as “Movement Makers.”

Movement Maker Honorees

View coverage and learn more about the event at the links below. And stay tuned; NHETC 2024 information will be available in September.

Technology Translated Podcast

NHETC Recap


Listen

The Chronicle of Higher Education

Teaching: Does higher education value good teaching?

Read

ACUE

Why Faculty and Effective Teaching Make All the Difference

Watch
"NHETC was a great experience. Our engagements at the conference re-charged our campus-wide focus on teaching and learning. Dr. Pettis and I were happy to have had the opportunity, and we look forward to having ASU representative(s) at the 2024 convening.”
Patrice W. Glenn Jones
Executive Director of Online Education and Programs, Alabama State University

Tools You Can Use

Webinars

Resources

Driving Student Recruitment and Mental Health Through Generative AI
Investing in Professional Development: An Effective Driver of Faculty Engagement and Student Success
Reimagining Higher Education through AGI/ChatGPT
eBook: Funding Teaching Excellence: An Introductory Guide To Securing Title III and Title V Grants
White Paper: Success Factors Policies and Practices That Inspire Faculty and Strengthen Teaching
Grant Opportunity

Earlier this summer, ACUE announced that the ECMC Foundation is joining our national initiative, “Fostering a Culture of Belonging: The National Higher Education Excellence Challenge Grant Program,” as a founding sponsor.

Designed to strengthen the higher education experience for hundreds of thousands of U.S. students, this new program will allow up to 2,000 professors and staff to complete ACUE’s “Fostering a Culture of Belonging” course. Given typical teaching loads, the course will benefit an estimated 250,000 students annually.

To learn more and see if your institution is eligible to apply for this grant, visit go.acue.org/NCTCGS.

The Student Lens

In our latest episode of The Student Lens, we hear from Amanda, a Texas A&M University-Central Texas student, who explains how her professor, Dr. Shell, motivated her to participate and engage with others in their online course.

Partner Spotlights

Miami University

Last year, Miami University launched a pilot program on inclusive pedagogy. One year later, its success has led the university to scale up the program by offering three cohorts of 99 participants the opportunity to take ACUE’s “Fostering a Culture of Belonging” course this fall.

University of Arkansas – Pulaski Technical College

At its 2023–24 convocation on August 14, University of Arkansas – Pulaski Technical College Chancellor Summer DeProw praised the college’s “Movement Maker” recognition from June’s National Higher Education Teaching Conference for its commitment to enhancing student learning.

Winston-Salem State University

This summer, Winston-Salem State University celebrated faculty that earned their Certification in the Effective Practice Framework during an ACUE pinning ceremony. This brings the college’s total number of certified faculty to 93. Faculty reflected on their experience with ACUE in the university’s 2023 Yearbook.

Waubonsee Community College

In a feature on the Waubonsee news site, Professor of Biology Dani Fischer shares her experience with ACUE and how it was one of the most meaningful professional development experiences her college offered.

University of North Carolina at Greensboro

During the American Association of State Colleges and Universities (AASCU) Academic Summer Affairs Meeting, UNC-Greensboro’s Associate Vice Provost Regina McCoy held the presentation “Investing in Faculty & Empowering Students to Enhance Student Success.”

ACUE on the Road

ACUE will be at the following upcoming events this fall. Stop by and visit us!

Ohio Association of Community Colleges (OACC) Student Success Learning Institute

California Community College Association for Occupational Education (CCCAOE) Fall Conference

Share Your ACUE Story

Interested in sharing a short video about your favorite ACUE practice? We would love to hear from you! To share, find all details and submission information at acue.org/share-your-acue-story.

Share My Story
Students learning in a high-tech modern classroom equipped with computers and electronic signs styled in a digital and glitchy motif

Generative AI in Higher Education and Responsible Implementation

07/22/2024 |

Generative AI in Higher Education and Responsible Implementation

At ACUE, we recognize the transformative potential of generative AI in higher education. What’s paramount, however, is understanding how to bring it to your faculty, students, and institution responsibly. 

Many campus leaders and faculty share that sentiment as evidenced by the enthusiastic reception of our AI Quick Study courses and the lively discussions during our recent webinar, “Getting Started With an AI Policy for Your Campus,” led by Dr. Penny MacCormack, ACUE’s chief academic officer. 

To continue the conversation, we’re spotlighting a strategy guide we just came across from MIT SMR Connections, a subsection within MIT Sloan Management Review. It focuses on responsibly using generative AI in higher ed, and we think it nicely complements our recent webinar by showcasing successful practices from various institutions and highlighting the need to prepare staff and faculty for an AI-driven world with training and support. Here are some key points that MIT’s guide delves into:

Instructor using AI in higher education, engaging with college students during class..

Establishing Guidelines and Governance

Learn how institutions are creating policies to ensure the responsible use of AI by focusing on fairness, accuracy, and privacy.

Preparing Academic Communities

Understand the importance of AI literacy and the steps universities are taking to educate their communities about AI. 

Enhancing Learning Outcomes

Explore the benefits of AI in improving student engagement, personalizing learning, and supporting instructors in their educational tasks.

Guarding Against Misinformation

Discover strategies to mitigate the risks of AI-generated misinformation and ensure the reliability of AI tools. 

Ensuring Security and Accessibility

Find out how institutions are securing AI tools and making them accessible to all students, including those with disabilities. 

Ongoing AI Engagement

See how universities are preparing students for a future where AI plays a crucial role, both during their studies and in their careers. 

We’d love to hear your thoughts on this guide and other AI resources that you’ve found to be insightful. As AI and emerging trends and topics continue to evolve, you can count on ACUE to be there to support you, your faculty, and your institution with evidence-based teaching practices you can trust. 

Are you ready to responsibly integrate generative AI at your institution?

Connect with us to learn how to bring the trusted ACUE Learning Lab of Quick Study courses to your institution. These flexible, self-paced learning experiences can have your faculty confident and ready to implement teaching practices in as little as 1 hour. 

Connect with Us

To save you time, here are links to resources referenced in this post:

  • Introduction to Generative AI 
  • Writing Effective AI Prompts 
  • Leveraging AI to Develop Course Resources 
  • Teaching with AI-Inclusive and AI-Resistant Learning Experiences 
  • Empowering Students to Use AI Responsibly 
  • Establishing a Culture of Constructive Conversations 
  • Developing Students’ Critical Thinking and Analytical Skills
  • Developing Students’ Media Literacy 

Are you ready to responsibly integrate generative AI at your institution?

Connect with us to learn how to bring the trusted ACUE Learning Lab of Quick Study courses to your institution. These flexible, self-paced learning experiences can have your faculty confident and ready to implement teaching practices in as little as 1 hour. 

Connect with Us

To save you time, here are links to resources referenced in this post:

  • Introduction to Generative AI 
  • Writing Effective AI Prompts 
  • Leveraging AI to Develop Course Resources 
  • Teaching with AI-Inclusive and AI-Resistant Learning Experiences 
  • Empowering Students to Use AI Responsibly 
  • Establishing a Culture of Constructive Conversations 
  • Developing Students’ Critical Thinking and Analytical Skills
  • Developing Students’ Media Literacy 
  • Preparing Students for Experiential Learning
  • Integrating Open Educational Resources (OER)
  • Embedding Career Guidance into Your Course

Are you ready to responsibly integrate generative AI at your institution?

Connect with us to learn how to bring the trusted ACUE Learning Lab of Quick Study courses to your institution. These flexible, self-paced learning experiences can have your faculty confident and ready to implement teaching practices in as little as 1 hour. 

Connect with Us

To save you time, here are links to resources referenced in this post:

  • Introduction to Generative AI 
  • Writing Effective AI Prompts 
  • Leveraging AI to Develop Course Resources 
  • Teaching with AI-Inclusive and AI-Resistant Learning Experiences 
  • Empowering Students to Use AI Responsibly 
  • Establishing a Culture of Constructive Conversations 
  • Developing Students’ Critical Thinking and Analytical Skills
  • Developing Students’ Media Literacy 
  • Preparing Students for Experiential Learning
  • Integrating Open Educational Resources (OER)
  • Embedding Career Guidance into Your Course
|  
Support your faculty graphic featuring two colleagues, one standing in front of an easel presentation explaining it to her coworker.

5 Guidelines for Fostering Constructive Conversations in Your Course

06/17/2024 |

Constructive Conversations: 5 Guidelines for Fostering Them in Your Course

by Felice Nudelman

President, Net Edge Training, LLC

I am sitting in a large meeting space at a university in Texas with tables spread across the room. Each table has six to eight students and they are tackling the hot topic of gun control. This could end up being one of the most contentious conversations I have witnessed. But because the faculty facilitator is employing a well-constructed and intentional approach to a deliberative dialogue the students are having thoughtful and constructive conversation that is informed by fact and reason, acknowledges cognitive bias, and is respectful of the multiple perspectives and views in the room.

It can seem nearly impossible to surmount the biases that are so ingrained in each of us and to rise above our partisan and polarized landscape. But by utilizing Constructive Conversations, we found that students were more engaged, strengthened their critical thinking skills, and built connections across ideological divides.

Constructive conversations connect academic rigor with credible sources of information, utilizing an intentional process for dialogue in a way that is approachable to students and yields significant results. It is a creative and hands-on experience that is suited to any discipline.

So, how in the world did these students accomplish this level of discourse?

There were guidelines and processes in place that made this and other constructive conversations possible.

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    Create a Culture of Exploration and Inquiry.

    By creating a culture of exploration and inquiry, we can equip and inspire students with the knowledge, skills, and experiences to tackle society’s most pressing problems. A culture that engages students, promotes critical thinking, and supports their ability to take in the complexity of multiple perspectives, political ideologies, and lived experiences ultimately ensures that all have a voice and can share without threatening or feeling threatened.

    Building this type of culture is developed over time. A consistent process will help lay the foundation and is easily embedded into your pedagogical approach so that when you introduce the constructive conversation exercise your students have a sense of agency and the skills for productive engagement.

    Good Moderation Is Key.

    Intentional and well-planned facilitation is key to a successful constructive conversation. In higher education, students are often asked to engage with complex and thorny issues that can provoke strong feelings and diverse opinions. Whether discussing ethical dilemmas in medical research, debates around free speech on campus, or the challenges of balancing environmental sustainability with economic growth, students must navigate sensitive topics thoughtfully. A skilled moderator can introduce these difficult subjects, set a neutral and focused tone, and ensure that respectful and productive dialogue processes are in place. By learning to discuss these issues effectively, students can develop critical thinking skills and become more empathetic and informed citizens.

    Come prepared with issue guides that lay out the problem and include the process for constructive conversation. Show how the hot topic issue relates to what they are studying, is integrated in the curriculum, and has relevance to everyday life. Faculty moderators are in the perfect position to encourage students to be self-aware and cognizant of their own biases and blind spots and to be open to challenging their own assumptions. The moderator remains neutral, frames the issue, maintains consistency of process, and creates a climate for constructive conversation.

    Access Credible Sources of Information to Frame the Conversation.

    Help students understand how to access credible sources of information and how to spot problematic information, i.e., “inaccurate, misleading, inappropriately attributed or altogether fabricated” (Jack 2017).

    This includes the use of AI to manipulate and fabricate misinformation like the famous video of President Obama. Setting a solid foundation built on reliable information will go a long way.

    Understand Cognitive Bias, Elicit Normative Responses, and Build in Time for Reflection.

    Surmounting deeply ingrained biases can feel impossible, but by utilizing constructive conversations, we found that students were more engaged, strengthened their critical thinking skills, and built connections across ideological divides.

    As an example, in Stewardship of Public Lands, a project led by AASCU, faculty experienced constructive conversations as a powerful pedagogy of democratic engagement. They listened to the bitter antagonisms on either side of an issue at Yellowstone National Park. Each warring party had valid points, and each came to the conversation unwilling to accept the other, but ultimately, the ability to listen and engage led to compromise.

    Faculty studied the techniques of constructive conversations and the importance of building the culture for it to succeed. They identified a controversial issue relevant to their own campus or region and constructed a similar experience for students.

    Students studied the components of the issue—like the environmental impact of plastic in the Chesapeake Bay—and then used constructive conversation. They were able to take in the complexity of the multiple perspectives, political ideologies, opinions, and lived experiences. The students used this technique as part of an academic project to work with the Bay community and governance structures and were able to achieve an agreement to reduce use of plastic.

    Trust the Process.

    Oftentimes the most engaging and substantial constructive conversations utilize complex problems. Follow the process to ensure that all students have a sense of efficacy and agency, develop empathy and respect, value credible information and data, and provide space for all voices. The process will ensure that you have a solid foundation upon which to build and help students engage in constructive conversation without veering into debate.

    As an example, the moderator can establish a consistent process that includes the following key steps and elements:

    • Statement of the issue without interjecting opinion or assumptions
    • Review of data and credible information sources to get at the facts and avoid misinformation
    • Individual reflection time, followed by pair and share and/or small group discussion
    • Inclusion of students’ lived experience to enhance perspectives and give the issue relevance to everyday life
    • Finding common ground
    • Identifying potential next steps for resolution of the issue

    Constructive Conversations are a dynamic and innovative approach and an ideal way to help students connect what they are learning to the world around them and ensure they develop the skills and attributes to tackle some of most pressing problems.

    About the Author

    Felice Nudelman is the president of Net Edge Training, LLC, a higher education consulting firm. She also serves on the boards for the Dayton Literary Peace Prize, the Education Writers Association,  Planned Parenthood of Southwest Ohio, and CN World Foundation.

    Previously, Nudelman served as the associate vice president of Academic Innovation and Transformation at AASCU. She originally came to AASCU in January 2019 as the executive director of the American Democracy Project (ADP), which supports member campuses in programming to encourage students to be informed, engaged citizens for our democracy.

    Prior to assuming her role at AASCU, Nudelman served most recently as the executive vice president of the Weiss Institute/Say Yes to Education, the Chancellor of Antioch University, and the chief global officer for innovation and partnerships.

    She has spent the majority of her career in education, both on college campuses and for 12 years with The New York Times Company. In her final role there, she served as executive director of education.

    Before joining The Times, Nudelman served as executive director for Pace University’s School of Education , and she spent nearly a decade in academic affairs at Bloomfield College.