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 College
• Anna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State College
• Jill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State College

Episode 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 College
• Anna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State College
• Jill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State College

Episode 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 College
• Anna Haney-Withrow, Dir., Institute of Innovative and Emerging Technologies | Florida SouthWestern State College
• Jill Patch, Instructional Designer III, QM Coordinator | Florida SouthWestern State College

Episode 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 distress
• Balancing academic rigor with mental health accommodation
• Universal design strategies that support all students
• Creative approaches to regular student wellness check-ins
• Future visions for integrating technology with human-centered care

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

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 treatment
• Safety concerns and the need for human oversight in AI mental health tools
• How AI dependency could exacerbate social isolation and decision-making challenges
• Essential guardrails including informed consent, data privacy, and HIPAA compliance
• Ethical considerations and liability issues for institutions

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

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 campus
• Breaking down stigma and the role of social media
• Common faculty misconceptions about student mental health

Whether 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.