The Accessibility Passport is part of a process aimed at transforming digital accessibility into a universal and essential standard. Based on global collaboration, this initiative aims to build a more inclusive digital ecosystem, guaranteeing everyone a respectful and adapted experience. Institutions, suppliers and end-users are called upon to join this movement and contribute to a positive and sustainable transformation.

## Federal policies and impact on education

In addition to new regulations on digital accessibility, higher education institutions are now subject to strict federal regulations on reporting cyber incidents.

In 2022, legislation was passed requiring owners and operators critical infrastructure, including academic institutions, to report any "substantial" cybersecurity incident to the Cybersecurity and Infrastructure Security Agency (CISA) within 72 hours. In addition, any payments made following a ransomware attack must be reported within 24 hours<fnref n="161" />.

In July 2023, the Securities and Exchange Commission (SEC) strengthened these requirements for traded companies, including certain public colleges and universities. These entities must now publicly disclose any cyber incident deemed material within four business days. This rule is intended to increase transparency to investors and the public, although some organizations fear that this will further expose them to cyberthreats<fnref n="162" />.

These measures aim to strengthen national cybersecurity by ensuring rapid and transparent reporting of incidents, enabling a coordinated and effective response to emerging threats.

## Succession and Leadership in Information Security

If the Chief Information Security Officer (CISO) - or any member of security team - decides to leave the institution, this creates challenges for maintaining stability and leadership. A focus on succession planning for CISO<fnref n="163" /> and other leaders higher education is crucial to support institutional growth, and innovation, and to ensure seamless continuity in information security leadership within higher education.

## Conclusion

Leadership in higher education and technology is at a crossroads where complex challenges and opportunities intertwine. Faced with pressing issues such as the integration of new technologies, the adoption of inclusive practices, and the transformation of learning, leaders must reinvent themselves to meet the expectations of a rapidly changing society.

From the perspectives explored, it is clear that the key to success lies in visionary, authentic and inclusive leadership, capable of promoting innovation innovation while adhering to ethical and strategic principles. Whether investing in emerging talent, maximizing the impact of educational environments or rethinking organizational structures, each initiative plays a vital role in building a sustainable, high-performance culture.

Ultimately, the future of leadership lies in its ability to seamlessly align strategic goals with the needs of individuals and communities, providing a model that both inspires and transforms higher education for generations to come.

<footnote n="161">¹⁶¹ https://www.developpez.net/forums/t2128750/systemes/securite/nouvelle-loi-americaine-cyberattaques-doivent-etre-signalees-72-heures/?utm_source=chatgpt.com</footnote>

<footnote n="162">¹⁶² https://siecledigital.fr/2023/07/28/la-sec-durcit-lencadrement-des-declaration-de-cyberincidents/?utm_source=chatgpt.com</footnote>

<footnote n="163">¹⁶³ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/disaster-recovery-ciso-succession-planning</footnote>
# Improving competencies of Teachers in Higher Education to meet the needs of Gen Z

Erica Dumont

Education has never been, and will never be, one size fits all. Historically, learning methods often prioritized rote memorization and uniform curricula, overlooking individual needs. Since the beginning of the 21st century, with the arrival of smartphones and tablets, technology has become an integral part of everyday life, and it has had a significant impact on education. As each new generation arrives in higher education, educators are being confronted by changing learner needs which often vary drastically from their own experiences as learners. Generation Z (Gen Z), born approximately between 1997 and 2012, is the first generation to grow up entirely in the digital age. Due to increased consumption of digital media, they have shorter attention spans<fnref n="164" />, and they are more anxious and they are dealing with more mental health struggles than previous generations<fnref n="165" />. Modern pedagogy has had to adapt to these changes, which may be difficult as educators often teach the way they were taught, drawing upon their own experiences as learners. One of the principal challenges in higher education today is how universities and administrators can help their educators update their teaching and technological competences in order to best support Gen Z students.

## Discussions of Gen Z at Previous EDUCAUSE Conferences

Before examining the presentations focusing on Gen Z at EDUCAUSE 2024, it is important to note that the characteristics and behaviors of Gen Z have been discussed at previous EDUCAUSE conferences.

* In 2015, Jaime Casap's EDUCAUSE session entitled "The Digitally Native Generation Z Is Going to College: Are You Ready?" emphasized that higher education has been slow to adapt to the digitally connected, student-centric learning models familiar to Gen Z, leaving universities underprepared to attract and retain students<fnref n="166" />.

* At EDUCAUSE 2017 in Philadelphia, Pennsylvania, Andrew Yu, Ryan Seilhamer, and Alan Wolf led a breakout session entitled "Keeping Up with Gen Z: A Mobile-Born Generation and What They Expect from You" in which they posited that Gen Z expects universities to engage them through connected, app-driven solutions to enhance communication and meet their digital expectations<fnref n="167" />.

* During the 2019 edition of EDUCAUSE, David Stillman and Jonah Stillman's featured session entitled "Make Way for Gen Z" highlighted the difference between Gen Z and Millennials, with a particular focus on Gen

<footnote n="164">164 Mark, G. (2023). Attention Span: A Groundbreaking Way To Restore Balance, Happiness and Productivity. Harlequin.</footnote>

<footnote n="165">165 Haidt, J. (2024). The Anxious Generation: How The Great Rewiring Of Childhood Is Causing An Epidemic Of Mental Illness. Penguin Random House.</footnote>

<footnote n="166">166 https://events.EDUCAUSE.edu/annual-conference/2015/proceedings/the-digitally-native-generation-z-is-going-to-college-are-you-ready</footnote>

<footnote n="167">167 https://events.EDUCAUSE.edu/annual-conference/2017/agenda/keeping-up-with-the-gen-zs-a-mobile-born-generation-and-what-they-expect-from-you</footnote>
Z in the workforce<fnref n="168" />. They also published a video on the same topic, "A Father-Son Team Offers 4 Tips for Working with Gen Z", in 2020¹⁶⁹.

* In 2023, Renee Robinson and Kate Sierra led a breakout session entitled "How Higher Education Can Prepare GenZ for the Changing World of Work."<fnref n="170" /> In their presentation, they described Gen Z as digital natives who are anxious with mental health struggles and who need a sense of belonging.

## Gen Z at EDUCAUSE 2024

At EDUCAUSE 2024, the unique demands of teaching Gen Z students were once again a point of consideration. Makhosazana Lunga and Sarah Denham, learning technologists from the University of Tennessee, animated a session at EDUCAUSE 2024 entitled "The Gen Z Effect: Rethinking Pedagogical Practices and Instructional Design Approaches."<fnref n="171" /> They also focused on Gen Z's expectations in their poster entitled, "Educational Evolution: Meeting the Challenge of Gen Z's Expectations in Higher Ed"<fnref n="172" />.

Lunga and Denham's session attracted a large number of attendees. During their session, they asked participants for their views on Gen Z learners, and the audience was quick to provide negative characteristics: lazy, entitled, short attention span. However, one audience member suggested that Gen Z is simply the first generation to vocalize what previous generations wish they had asked for, such as more practical learning and an improved focus on mental health.

## Post-COVID expectations of Gen Z

The presentation focused primarily on three post-COVID expectations of Gen Z: flexibility, bridging the digital divide, and preparing for the world of work. Technological advancements have made it easier to provide increased flexibility in learning<fnref n="173" />, which allows for improved accessibility and equity in education. Allowing for different learning modalities in the same learning environment can however be challenging for educators to manage.

Gen Z is concerned with closing the digital divide in education for similar reasons of accessibility and equity. Lunga and Denham emphasize that today's students are faced with digital inequalities such as not having access to computers and tablets and not having reliable internet access at home. These disparities create "digital minorities" and can negatively affect student success outcomes. "Digital education equity" has become a crucial issue since the COVID-19 pandemic in 2020 forced almost all education online.

Gen Z learners view higher education as a means of preparing them for the professional world, with a strong desire to acquire practical skills that can be directly applied in their future careers. At the same time, Gen Z learners are not as willing to do homework compared to previous generations, often questioning whether such tasks offer genuine value or are merely busywork. Furthermore, Gen Z learners advocate for a shift away from the traditional lecture model, characterized by a "sage on the stage," in favor of a more interactive approach that emphasizes active learning and hands-on experiences.

## Pedagogical and Instructional Design Recommendations

In order to better accommodate these expectations, the presenters offered some pedagogical and instructional design recommendations. Among their pedagogical suggestions was the importance of fostering a sense of community within the classroom, achieved through the integration of peer discussions and collaborative learning

<footnote n="168">¹⁶⁸ https://events.EDUCAUSE.edu/annual-conference/2019/agenda/make-way-for-gen-z</footnote>

<footnote n="169">¹⁶⁹ https://er.EDUCAUSE.edu/multimedia/2020/2/a-father-son-team-offers-4-tips-for-working-with-gen-z</footnote>

<footnote n="170">¹⁷⁰ https://new.express.adobe.com/webpage/TGnjXB6Mf87xi</footnote>

<footnote n="171">¹⁷¹ https://events.EDUCAUSE.edu/annual-conference/2024/agenda/the-gen-z-effect-rethinking-pedagogical-practices-and-instructional-design-approaches</footnote>

<footnote n="172">¹⁷² https://events.EDUCAUSE.edu/annual-conference/2024/agenda/educational-evolution-meeting-the-challenge-of-gen-zs-expectations-in-higher-ed-1 / https://files abstractsonline.com/CTRL/F6/3/2CC/485/E12/42D/C94/681/B86/C7B/08B/71/a1678_1.pdf</footnote>

<footnote n="173">¹⁷³ See the HyFlex related articles of this and previous editions of this report</footnote>
groups into the curriculum. They also highlighted teaching strategies such as scaffolding and offering second chances to allow students to learn from their mistakes. Additionally, Lunga and Denham advocated for the incorporation of active learning techniques and the use of relatable materials to underscore the value of class attendance. Addressing recent developments in generative artificial intelligence (AI), they emphasized the need to enhance students' understanding of its implications by discussing AI responses to prompts, for example.

Building on these pedagogical suggestions, the presenters also offered a range of instructional design approaches to better support Gen Z. Streamlining communication, particularly through Learning Management System (LMS) tools, ensures a centralized platform for sharing information, which benefits all students by fostering clarity and consistency. Developing an online presence is equally critical, as it helps build relationships with students and creates a sense of connection. Embedding videos, such as "how-to" tutorials or assignments infused with humor, can further engage students and make course content more relatable. Additionally, utilizing LMS analytics allows instructors to monitor students' performance effectively, enabling them to identify areas where students may need additional support and tailor their guidance accordingly. Together, these strategies create a learning environment that better addresses the expectations of Gen Z learners.

## Practical Strategies and Resources

The presentation concluded with Lunga and Denham sharing a few practical strategies and resources in order to implement the aforementioned suggestions. They proposed using a course map, a visual representation of the course structure, to align activities and assessments with learning objectives which ensures coherence and clarity throughout the learning process.

## Strategies & Resources – Course Map Example

### Course Mapping – QMR Template

#### Course

#### Course Objectives

1.

2.

3.

4.

<table><thead><tr><td>Module</td><td>Module Objectives (CO alignment)</td><td>Learning Materials</td><td>Activities</td><td>Assessments</td></tr></thead><tbody><tr><td></td><td></td><td></td><td></td><td></td></tr></tbody></table>

https://www.qualitymatters.org/qa-resources/resource-center/conference-presentations/map-your-way-quality-course-course-mapping

THE UNIVERSITY OF TENNESSEE
KNOXVILLE

<figure><img src="image_110.png" /></figure>

Additionally, they advocated for backward course design, which begins by identifying course goals and working backward to develop activities and assessments that align with those objectives. This approach encourages a more intentional and purposeful design of the course, ultimately leading to more effective learning outcomes.
Backward Course
Design Model

<figure><img src="image_111.png" /></figure>

https://ciol.indiana.edu/teaching.resources/course-design/backward-course-design/index.html

This diagram is redrawn. It is licensed under CC BY-SA 4.0 by the Indiana University Course Development Institute (Kurz, L., Metzler, E., & Rehrey, G.)

THE UNIVERSITY OF
TENNESSEE
KNOXVILLE T

The key takeaway from Lunga and Denham's presentation is that the expectations of Generation Z regarding higher education differ significantly from those of previous generations. As a result, it is essential for educators to adapt their teaching approaches by incorporating both pedagogical and instructional design strategies to effectively address these evolving needs and foster student success.

Educator and Staff Support - On-Site Visits

Supporting higher ed educators and staff in adapting to the needs and expectations of this digital generation has become an increasingly prominent focus in recent years. Our on-site campus visits to Texas A&M University (TAMU), San Antonio College (SAC), and the University of Texas at San Antonio (UTSA) offered valuable insights into the strategies these institutions are employing to address the evolving expectations of Gen Z learners<fnref n="174" />.

Texas A&M University (TAMU)

Texas A&M University has implemented various initiatives to modernize pedagogy and align teaching practices with the evolving needs of contemporary learners. At the university level, the Center for Teaching Excellence<fnref n="175" /> provides valuable pedagogical support for educators at Texas A&M University. However, its broad focus limits its applicability to specific disciplines. Within the Zachry Engineering Education Complex at TAMU, the Engineering Studio for Advanced Instruction & Learning (eSAIL)<fnref n="176" /> addresses this gap through its Active Learning in Engineering Program (ALEP), which is specifically designed to meet the needs of engineering education.

In response to the evolving demands of higher education, ALEP has been equipping educators with tools and strategies to enhance student engagement and teaching effectiveness since its inception in 2017. The program's objective is to encourage educators to reconsider and refine their pedagogical approaches for in-person, online, and hybrid teaching formats. Conducted over three full-day workshops throughout the academic year, ALEP invites participants to implement one or two changes in their teaching practices and share the outcomes with their peers in subsequent workshops. While a condensed version of the program, comprising

<footnote n="174">¹⁷⁴ For further insights, see the *Student Success* article of this report.</footnote>

<footnote n="175">¹⁷⁵ https://cte.tamu.edu/</footnote>

<footnote n="176">¹⁷⁶ https://esail.tamu.edu/</footnote>
two half-day workshops in August, has recently been introduced, program directors have observed that educators gain greater confidence in their teaching methods after completing the full three-day series. To date, 243 educators have graduated from the ALEP program.

During the visit to the Zachry Engineering Education Complex, classrooms featuring advanced technological innovations were highlighted, such as desks with retractable screens, multiple wall-mounted displays, and centralized control systems managed by the instructor. These features demonstrate the potential of technology to support and enhance active learning pedagogy in engineering education.

For more information about our visit to TAMU, see the *On-Site Visits* article of this report.

### San Antonio College [Alamo Colleges District] (SAC)

San Antonio College has also established a teacher training program to provide enhanced support for educators in their instructional practices. The Teaching and Learning Center at SAC<fnref n="177" /> offers programs including an online teaching certification and an excellence institute for new faculty.

For more information about our visit to SAC, see the *On-Site Visits* article of this report.

### University of Texas at San Antonio (UTSA)

The University of Texas at San Antonio's Academic Innovation Center<fnref n="178" /> offers comprehensive training programs that integrate both technology and pedagogy, aiming to modernize educational practices. The center provides faculty with resources and support to incorporate digital tools and modern pedagogical strategies into their

teaching practices. By promoting collaboration among educators and encouraging the development of innovative teaching methods, the center plays a crucial role in enhancing student engagement and improving learning outcomes. Additionally, it serves as a hub for exploring and implementing emerging technologies in the classroom. To further incentivize faculty participation, the institution offers financial incentives, motivating educators to engage with these initiatives and refine their instructional approaches.

> "Academic Innovation at UTSA brings together experts in teaching, technology, and virtual learning to champion innovative and transformational practices that enhance the academic experience of our students and faculty."

For more information about our visit to UTSA, see the *On-Site Visits* article of this report.

## Conclusion

The recommendations presented by Lunga and Denham at EDUCAUSE 2024 regarding the modernization of pedagogy and the integration of technology to address the needs of Gen Z are already being implemented at a wide variety of universities in the United States. On-site visits to higher education institutions in Texas provided valuable insights into established programs and initiatives that align with these evolving expectations, offering educators support through targeted training and innovative technological tools. However, such initiatives do not yet appear to be a priority within the higher education landscape in France, where similar advancements have not yet gained widespread traction. It is recommended that French institutions consider adopting these practices in the future to better align with the evolving needs and expectations of the next generation of learners.

*This article was produced with the assistance of the LLM ChatGPT, used to synthesize, analyze and structure the information gathered and the notes produced by the human authors.*

<footnote n="177">¹⁷⁷ https://www.alamo.edu/sac/academics/teaching-and-learning/</footnote>

<footnote n="178">¹⁷⁸ https://provost.utsa.edu/academicinnovation/</footnote>
# AI: a Demanding Tool for optimizing Student Success

Bruno Urbero, PhD

Artificial intelligence (AI) has had a major impact on student success in a very short space of time. For around fifty years, models had been predicting that holistic knowledge of the student would make it possible to predict school drop-out rates and chances of success. Over the decades, huge volumes of data have been collected, but their analysis remained impossible due to a lack of appropriate resources, until the advent of AI.

Four years ago, AI made it possible to validate the relevance of these models and demonstrate the correlation between student commitment and their ability to succeed. This validation marked a decisive turning point, proving that precise data on engagement could be used to predict and improve academic results.

The following year, engagement monitoring and dropout remediation were integrated into educational solutions, which at the time were mainly university-based. These solutions made it possible to monitor student engagement closely and intervene quickly if there were any signs that students were dropping out.

A year later, the model was widely accepted in academic circles, leading to the disappearance of its theoretical presentation in favor of its practical application. Solutions based on this model have become predominantly commercial and have been standardized by many educational software publishers.

In the last year, these solutions have evolved to become proactive, aiming not only to improve the student experience and increase the sense of belonging, but also to optimise the student enrollment and retention processes. AI systems could now anticipate students' needs and propose personalized interventions to maximise their success.

This year, the momentum continues, aligning student expectations with the new possibilities offered by AI. These technological advances are creating new needs and opportunities for all stakeholders: teachers, students and recruiters. Teachers can adapt their teaching methods based on the data provided by AI, students benefit from personalized support, and recruiters can identify promising talent more easily.

## Pragmatic and Demanding Students<fnref n="179" />

Generation Z (Gen Z) students are having a significant impact on pedagogical practices and approaches to course design, particularly following the COVID-19 pandemic which was a major trigger. Teachers and educational teams need to adapt their teaching and course design strategies to meet the educational expectations of students, with a focus on flexibility and accessibility of learning, as well as socio-economic challenges and the digital divide.

AI is enabling a rethink of pedagogical practices, and Gen Z is therefore expecting a change in pedagogical design approaches. Students' well-being and expectations concern a practical and targeted educational experience, as well as cost transparency: Gen Z is pragmatic and does not want to finance their studies without tangible results. They want to gain qualifications, not for the qualifications themselves, but to gain access to a

<footnote n="179">¹⁷⁹ This chapter discusses matters especially addressed in the session *The Gen Z Effect: Rethinking Pedagogical Practices and Instructional Design Approaches* – Makhosazana Lunga, MS – Sarah Denham, EdS – The University of Tennessee – Knoxville, which the chapter *Improving competencies of Teachers in Higher Education to meet the needs of Gen Z* is also focusing on</footnote>
job and a salary. Since the pandemic, they are looking for flexibility in their learning, alternating between the virtual and real worlds.

Gen Z is sensitive to issues of accessibility, equity in education and the digital divide (61% have already experienced difficulties accessing their courses for technical reasons). Technology in a flexible learning environment is therefore particularly important for this generation, and it must allow access to information on mobile devices.

Gen Z students prefer online courses and classroom activities. They want to be ready for the job market and are looking for opposable proof of their skills, beyond simple academic success. They are thus looking for practical, applicable education that prepares them for the challenges of the professional world. They want certificates and badges to prove their skills, and they would like to be able to start work even before they graduate.

One major observation is that Gen Z is not prepared to work as much as previous generations. Their work is not their life, and neither are their studies. Students often have jobs and other responsibilities alongside their studies and are looking to reconcile their studies with their personal lives, just as they will do later with their work.

They really want to learn in class, without going beyond what is necessary for their training, as this would be a waste of time and outside their objectives. They take a pragmatic approach, especially if they have jobs, with a desire to develop skills without experimental learning, even in their field, where they apply what they learn in real time.

As AI is an unavoidable trend, its integration into education must be done responsibly. Educational designers must incorporate AI in a way that enhances learning. Flexibility is expected in terms of timetables, deadlines for students and course content. Teachers therefore need to adapt, be flexible and continually redesign courses to meet expectations and make learning enjoyable and interactive for students. They need to give students a reason to come to class, encourage them to interact with each other and offer group work on subjects that give them a reason to be there.

## For Faculty: Constantly Evolving Courses<fnref n="180" />

AI and its use in processing previously unmanageable volumes of student events not only makes it possible to validate and implement concepts, but also to develop teaching by highlighting what helps or hinders student success. To work effectively, AI requires a holistic understanding of the student, and the solutions proposed to cover both the administrative and formal aspects of student life, modifying the information system (IS) to prevent drop-out and offer remedies, as well as teaching content and methods.

AI has demonstrated its ability to improve student success by detecting and remedying drop-outs using administrative data in the student information system. In addition, it is now improving course content by providing data that can be used to optimise courses, the resources used and the formats (face-to-face, distance learning, hybrid).

Unizin, a not-for-profit consortium of 15 universities, analyses their data on a pooled basis to process information from a variety of sources and formats, transforming it into data that can be used by the institutions. This involves setting up web applications, dashboards and datamarts (specific databases that meet particular needs).

To respect students' privacy, Unizin has chosen to comply with the strictest legislation by using synthetic data for analysis. These data, although not nominative, remain statistically identical to the initial data without any loss of quality.

<footnote n="180">¹⁸⁰ This chapter discusses matters especially addressed in the session *Threading the Needle: Empowering Faculty-Reflective Teaching While Preserving Student Data Privacy* – Heather Maness Assistant Director - Learning Analytics and Assessment University of Florida Information Technology – Bart Pursel – CEO Unizin</footnote>
AI makes it easier to understand ever larger volumes of data. In this example involving 15 institutions, 1.8 billion 'student events' were processed. This processing, while preserving students' privacy, makes it possible to create synthetic dashboards to support teachers in their reflective teaching practices and minimise bias.

The data model used has been standardized between these establishments, even if the operating solutions vary (Tableau, Power BI, Looker Studio, etc.). This common base (datamart) makes it possible to consolidate data beyond the capabilities of software such as Canvas, and it enables end users to extract the data to see what has worked and what has not.

With the volume of data constantly increasing, the aim is to simplify dashboards so that information is accessible at a glance. AI enables reflective learning, leading to course redesign: just like IT developments, courses are continually being integrated and deployed to improve the success of subsequent students. This continuous improvement is one of the expectations of generation Z students.

Feedback from students, teachers and assessments, as well as the number and frequency of courses, materials and resources used, are aggregated for processing. Improvements are proposed to increase the success of not only the next generation of students, but also the next training session, thanks to the AI feedback.

Course enrollment, consultation of course material, time between enrollment and consultation, student feedback, activity and resources used for the course are now parameters taken into account as factors in student success.

## For students: new skills expected<fnref n="181" />

The omnipresence of artificial intelligence (AI) is having a considerable impact on the development of students. Not only does it guide them through their studies and help them to succeed, it also plays a crucial role in their future employability. During their studies, students benefit from the contributions of AI to their degrees. For their recruitment, their AI skills will be correlated with their employability.

With this in mind, the State Universities of Montana and Texas at San Antonio have added micro-certifications in AI to their curricula. These micro-credentials, based on Adobe's solutions, place particular emphasis on graphic creativity as an AI skill.

AI skills are in demand in all areas of the business: content writer, graphic designer, marketing manager, development and so on. Recruiters expect these skills more than candidates, and they need to be recognized through certification.

Digital skills are beginning to play a significant role in recruitment for all professions. They are essential, and their absence is a barrier to employability. Beyond the skills associated with a professional micro-certification, this demonstrates the employee's or candidate's willingness to acquire new skills, and in the event of retraining or upgrading, this will cost less to implement.

Due to the presence of AI in all professions, the World Economic Forum estimates that 44% of basic skills will change over the next five years. Recruiters are therefore looking for high-potential candidates who are able to evolve, demonstrate curiosity, resilience, flexibility, agility and show a commitment to personal development.

According to the Work Trend Index Annual Report - 2024 Microsoft/LinkedIn, two thirds of recruiters would not hire a candidate without AI skills, and almost three quarters would prefer a less experienced candidate with AI skills to an experienced candidate without AI skills. More generally, the absence of AI skills is now a barrier to recruitment.

Montana State University and UTSA have included micro-certifications (Adobe) in their curricula to make their students more competitive. The skill of creating visual content means that the creator is able to blend visual and

<footnote n="181">¹⁸¹ This chapter discusses matters especially addressed in the session *The Creative Edge: Championing Career Success for College Students in the Age of AI* – Adobe - Carina Beck – Vice Provost of Student Success – Montana State University – Bozeman – Claudia Arcolin – Director of Digital Learning – University of Texas at San Antonio (UTSA)</footnote>
textual content in a way that is better understood and holds the attention of the target audience. These skills make it possible to think differently about a problem and generate new solutions.

AI qualifications in higher education and research are the most widely recognized and valued in the professional world. From this perspective, student success is seen as their ability to find a job. This is how generation Z students see it. They pursue their studies with the aim of obtaining a degree that will open up tangible, if not certain, employment opportunities.

AI benefits students by contributing to their success, well-being and completion of diploma requirements. It is now clear that AI is an indispensable tool that students need to know how to use.

## The Benefits of a Proactive, Hyper-Personalized Portal<fnref n="182" />

CalPolyPomona (California State Polytechnic University, Pomona) highlights the importance of an effective communication strategy to make students aware of the support services available, to use data to improve these services, and to address the challenges of data access and quality. The role of advisers, guidance programmes and gender differences in student engagement are also crucial.

In the student success model, it has been shown that engagement and a sense of belonging can be enhanced by portals that offer a high level of personalization. CalPolyPomona has chosen to invest in the redesign of its most visited sites, enabling each student to access specific, personalized information rather than general information.

One example of the importance of a portal in creating a campus-wide student community is that of Chinese students in the UK. Their low English proficiency and preference for Chinese social platforms, such as WeChat and Little Red Book, rather than WhatsApp and Instagram, increase the likelihood of ethnic clustering.

Students do not always understand the organizational structure and how to access the different departments. They want information specific to their situation, more reminders to stay on track, as well as notifications of enrollment blocks and other important announcements.

A portal with a very high degree of personalization has been proposed, containing all personal information (name, ID number, photo, academic information, passport photo, pronunciation of name, class level, units completed and in progress), the contact of the dedicated education advisor, a personalized display of clubs and events in which the student is enrolled, a display of blocks and tasks to be completed, as well as financial information and support processes.

At the university level, the portal includes dedicated calendars with links to the campus map, important dates and deadlines, upcoming changes, grades, links to services, student feedback on designs and features, and formal surveys for ongoing feedback. The portal takes into account the increase in activity in order to smooth it out, alerting each student so that they can anticipate this workload as well as possible and sending them reminders.

The portal is compatible with all devices used (PCs, smartphones, tablets), is unique for students, staff and teachers, with personalized views for each group, and sends notifications by email and displays them in the dedicated portal.

With this level of customization, CalPolyPomona has succeeded in providing an excellent user experience for its students, with almost unanimous adoption. The university's services can be accessed via a single interface, simplified to the extreme according to the user's data.

Thanks to this tool, which is used by all students for all services, the university has strengthened the sense of belonging and cohesion of the student community, even among first-generation first-year students.

<footnote n="182">¹⁸² This chapter discusses matters especially addressed in the session *Turbocharge Student Engagement with Your Student Portal* - Ben Quillian - Deputy CIO & Sr AVP, IT & IP - Jinah Young - Director, Mobile & Web Applications - CalPolyPomona (California State Polytechnic University, Pomona)</footnote>
The success of this redesign is due to the fact that feedback from students is continually taken into account and implemented in the solution. The portal is seen as a companion to student life, taking care of each student individually and providing proactive follow-up at the right time.

The success of a portal depends on the solutions, attitudes, behavioral practices, infrastructure policies and, of course, the tools that support student learning and success outside the classroom. All of this has been taken into account in the development of CalPolyPomona.

A development and integration management team made up of five to six people during the project, and two people for operational support, made this possible.

## The Student Information System: Essential Access to Services<fnref n="183" />

The University of Pittsburgh, in collaboration with its consultants, highlights the importance of an effective communication strategy to raise student awareness of available support services, use data to improve these services, and address challenges related to data access and quality. The impact of the role of counsellors, guidance programmes and gender differences in student engagement is also assessed for access to these services.

A correlation was demonstrated between the number of services used and student retention in their course. Support services (educational advisers, accessibility service, library, tutoring, IT assistance, registration, careers advice, health and care, etc.) are used by 50% of students at best. For those following online courses, these resources are only used by 26% of them, increasing the risk of dropping out despite the large number of resources implemented by the university, but which remain constantly underused.

It is crucial to remind students of the support services available, but sending messages, even repeatedly, does nothing to change this. Student surveys have shown that the channels used by education advisers are not adapted to the needs of students, who expect proactive, personalized communication. This is particularly important for first-year students, where orientation programmes play a key role.

One barrier to the use of AI is insufficient data quality. In addition, only 8% of advisers have easy access to data. Advisers need to be trained to use the systems available, and these systems need to be interconnected for seamless access to information.

Campus showcase events and orientation programmes require significant investment. Some costs are passed on to students, which can be a barrier.

In short, portals that meet students' expectations are highly effective tools for generating commitment, particularly among first-year students and first-time applicants. This is achieved by surveying students throughout the life of the project, both before it is designed and during its development.

Educational advisers need to be trained to access the portal effectively and interact with students. Men are often less committed than women. Student success is built both inside and outside the classroom.

The consultants enabled the University of Pittsburgh to see how little use was made of the resources put in place. It will be interesting to follow this institution in the future to see how and at what pace remedial action will be taken to make better use of services and improve student success. This will also make it possible to assess whether the correction of the bias for distance learning only courses is effective. As it stands, the comparison with institutions that have overhauled their IS with massive recourse to AI highlights the fundamental contributions that AI can make to these systems.

<footnote n="183">¹⁸³ This chapter discusses matters especially addressed in the session *Driving Learner Re-Enrollment: How to Design for Student Success in and Out of the Classroom* – April Belback – Student Success and Advising – Univ Pittsburgh – Ed Venit – Managing Director EAB – Emma Zone – Sr Director of Academic Affairs – D2L – Cathy Shaw – Tyton Partners</footnote>
Initiatives to boost a community<fnref n="184" />

The University of Texas at San Antonio (UTSA) has implemented strategic initiatives to foster student success, academic innovation and the student experience. These initiatives are designed to cultivate a sense of belonging, promote a growth mindset and encourage learning attitudes to improve classroom performance and retention through graduation.

These initiatives involve both teachers, most of whom are supportive of the initiatives, and students. They take the form of collaboration between the university's different divisions (pedagogical innovation, student success and integration of technology into teaching), increased connections between students and faculties, as well as between students themselves, mentoring, and online sessions led by students which focus on their expectations. This real-time feedback enables faculties to adjust their courses and enter a cycle of continuous improvement throughout the semester.

Faculty participation brings many benefits, including better collaboration between professors, a deeper understanding of student needs, enrichment of the educational experience and faculty development, and the promotion of a community dedicated to growth and excellence.

New elements are being added to the curriculum to increase student engagement, adapting learning strategies to the needs of the world of work and encouraging students to be active creators.

Particularly strong support is given to first-year students through the introduction of mentorships. Mentors help their peers and get involved in faculty working groups. Student partners observe their mentees (those benefiting from the experience and knowledge of a mentor) and provide feedback. They play an active role in improving courses and the student experience. These mentorships are highly beneficial for the mentors, who gain the trust of their professors and improve their commitment and skills, for the mentees, who benefit from personalized support, and for the university, which sees its student success rate rise.

This mentoring, in addition to the student surveys, provides an additional and effective channel for students to express their wishes and expectations.

A range of teaching methods have been put in place to deliver the courses - asynchronous, hybrid and synchronous - and are available to lecturers.

The results are positive, creating a cohesive university community despite its great diversity: 44% of students are first generation, 43% receive a Pell grant, 65% are from minority backgrounds and almost 4 out of 5 students are employed. The average time to degree is 4.4 years.

The continuous improvement of courses by professors has a positive impact on student retention. It is the commitment of the majority of lecturers that has enabled this dynamic to be constructed. There is still a minority of teachers who are not involved in this initiative. However, the dynamics of the project and the financial incentives should bring them on board.

The initiatives proposed by UTSA demonstrate, if confirmation were needed, the validity of the model that correlates students' well-being and experience, their commitment and their sense of belonging to the success of their studies.

<footnote n="184">¹⁸⁴ This chapter discusses matters especially addressed in the session *Designing a Faculty Community of Practice to Enhance the Student Experience* – Amy Buechler-Steubing – Associate Vice Provost for Strategic Initiatives & Learning Innovation – Melissa Vito – Vice Provost for Academic Innovation – Marcela Ramirez – Associate Vice Provost for Teaching & Digital Transformation – Tammy Wyatt – Senior Vice Provost for Student Success – University of Texas at San Antonio (UTSA)</footnote>
# IT, an Invisible Player in Student Success<fnref n="185" />

Information Technology (IT) services play a crucial role behind the scenes to ensure an optimal user experience. At UNLV, they contribute to this experience by implementing business processes, infrastructure and IT services for the campus community. They leverage their unique knowledge and expertise to drive improvements across the institution.

As with all IT services, there is always more work than time available. That is why it is essential to involve them in the choice of solutions deployed, to avoid home-made systems that may become obsolete after an upgrade, and to train and prepare users to use the new tools, in order to improve the user experience.

For students, IT services facilitate their success by putting in place the necessary infrastructures, which must function seamlessly for all their interactions. For this to work, IT departments need to understand all the businesses with which students interact, and provide integrated solutions. They must put themselves at the service of the students' education, and not see themselves as the most important thing in the school, even if their back-office operation is indispensable.

The presence of students on the development teams means that business needs and student expectations are better understood.

During the unexpected pandemic for which everyone was unprepared, IT departments came up with solutions to keep community life alive by moving online. This created new habits, which were seized upon by Generation Z, and individually changed the lives of students on campus.

## Conclusion

The impact of artificial intelligence (AI) on student success is both major and lasting. The analysis of holistic data on all students has enabled many significant advances. The data model of student success has been validated, creating a virtuous circle of reciprocal benefits between the student and his or her institution. This model is now accepted and no longer the subject of debate or presentation. Commitment and a sense of belonging are closely associated with student success, while low activity on teaching tools or presence on the university network is often linked to dropping out.

All the data processed by AI also enables further optimizations of student success. After analyzing all the formal data, such as use of learning management systems, student interactions, academic results, etc., and making significant improvements, AI proposes substantive solutions. It suggests teaching evolution by measuring the correlation with success and engaging teachers in a process of continuous evolution of their courses. This includes adjustments to content, resources and teaching formats (face-to-face, distance learning, hybrid).

These new advances are not without consequences for students. They have specific expectations regarding their workload and the ability of their diploma to lead to employment. They want the teaching they receive to be relevant and adapted to the demands of the job market. In addition, they need to develop new AI skills, which are already in high demand by employers and will become essential in the near future.

AI also makes it possible to personalize students' educational experience. For example, it can identify areas where a student is struggling and suggest additional resources or targeted interventions to help them overcome these obstacles. It can also recommend personalized learning paths based on each student's interests and goals, thereby increasing their engagement and motivation.

AI also facilitates communication between students and teachers. It can automate the sending of reminders for important deadlines, provide instant feedback on submitted work, and even organize online tutoring sessions.

<footnote n="185">¹⁸⁵ This chapter discusses matters especially addressed in the session *Back of House: How IT Sets the Stage for Student Success* – Kivanc Oner – Vice President for Digital Transformation & CIO – Bob Soulière – AVP for Digital Services & Solutions – Carrie Trentham – AVP for Digital Enablement – UNLV Information Technology (University of Nevada, Las Vegas)</footnote>
These features help create a more interactive and responsive learning environment, where students feel supported and encouraged.

Finally, AI plays a crucial role in the administrative management of educational institutions. It helps optimize registration, course planning and resource management processes, enabling institutions to operate more efficiently and focus more on improving the student experience.

In short, AI is profoundly transforming the educational landscape by improving student success, personalizing learning, facilitating communication and optimizing administrative management. Students need to adapt to these changes by developing new AI skills, which will be essential for their future careers.
# Hey students! Want to up your success game? We got you covered

Bertrand Mocquet, PhD

## Introduction

In an article from 2023, from the same French delegation at the EDUCAUSE annual conference, entitled “AI and student success: an ubiquitous presence” (p.89-96), Bruno Urbero testified to the emergence of AI in student success systems through the testimonials he collected. Beyond the arrival of AI technologies, he highlighted the importance of a holistic understanding of the student (with AI contributing to this better understanding through the processing of collected data), the creation of a student-centric ecosystem, the improvement of data (respecting confidentiality and consolidating their collection) and the involvement of students in the development of digital devices or solutions associated with everyday situations encountered by students.

It is on this last point, student involvement, particularly in co-design, that we have joined forces to bring a fresh perspective, in order in this article to identify and discuss, in a second phase, the different forms of student involvement.

## Involvement and co-design context in the USA

By involvement, we are thinking like Alexander W. Astin<sup>186</sup> of an active term for students, containing the following verb forms: attach oneself to, commit oneself to, devote oneself to, engage in, go in for, incline toward, join in, partake of, participate in, plunge into, show enthusiasm for, tackle, take a fancy to, take an interest in, take on, take part in, take to, take up or undertake. In the United States, the integration of students in the co-design of digital educational devices is a trend that is becoming increasingly established, particularly under the influence of user-centered approaches and collaborative design methodologies. Contrary to what is often observed in France, American students are more frequently seen as active partners in the development of digital solutions: some might say “obviously, they are customers”, but is that the only valid reason?

And not only that. Many American universities are adopting design thinking methodologies (a creative approach to understanding and solving complex problems in an empathetic and collaborative way) where stakeholders, including students, are involved from the earliest stages of developing educational tools and resources. This approach recognizes the importance of the student perspective in creating solutions that truly meet their needs.

Initiatives such as those of the EDUCAUSE Learning Initiative (ELI)<sup>187</sup>, an EDUCAUSE program that focuses on innovation in digital learning, and encourages institutions to include students in the design process. ELI

<footnote n="186"><sup>186</sup> Astin, A. W. (1998). Student involvement: *A developmental theory for higher education*. In College student development and academic life (pp. 251-262). Routledge.</footnote>

<footnote n="187"><sup>187</sup> Recently renamed Teaching and Learning Program: https://www.EDUCAUSE.edu/focus-areas-and-initiatives/teaching-and-learning-program/initiatives/id2id/explore-eli</footnote>
advocates the creation of learning environments where students are both users and co-creators of educational resources.

In addition, each year EDUCAUSE publishes a forward-looking report on student life, and the 2024 report dealt with "Teaching and Learning: Supporting Mental Health". The focus is on using technology to support student engagement and enhance their overall experience. The document thus explores how technology can foster a sense of belonging and connection within the university community.

<figure><img src="image_112.png" /><figcaption>Figure 1: Mental Health and Wellness in the Horizon Report EDUCAUSE</figcaption></figure>

The subject of student engagement is addressed. It emerges that students:

* want advisors to be more aware of individual needs, diverse backgrounds and identities, and challenges,

* find that advisors are overworked,

* want communication in an accessible language,

* from racial minorities and affected by poverty define good advising as an advisor's ability to understand their holistic situations and interests, guide them in their academic journeys, and help them eliminate academic and non-academic barriers.

In practice, in this American context, how are students solicited to get involved? through focus groups? surveys? collaborative projects? or hackathons? when improving the user interfaces of digital platforms? or when optimizing the services offered by universities?

This article examines initiatives presented at workshops and conferences focused on the student experience. We will explore how participatory approaches, such as co-design, could transform students' relationship with digital devices. The aim is twofold: to improve student satisfaction and to optimize the effectiveness of digital services offered by universities, by fully integrating students as actors of change rather than mere users.
# The place of student involvement in this edition of the conference

## On EDUCAUSE commons

Among the 371 exhibitors, we have identified a dozen companies whose communications are built around student success. Far from being an exhaustive list, they offer a glimpse into the use cases seen by EdTech companies:

* Anthology (Blackboard) - Known for solutions focused on student success and educational data.

* Civitas Learning Inc. - Specializes in data analysis to improve student results.

* Instructure (Canvas LMS) - Online learning platform with a focus on student success and engagement.

* Ellucian - Provides solutions for student experience and success.

* Education Advisory Board - Provides tools for recruiting and optimizing student engagement and success.

* Pathify - Platform that centralizes student resources to improve student success.

* Pearson - Offers e-textbooks and digital educational and support tools for students.

* Honorlock - Provides online exam proctoring solutions, supporting academic integrity and success.

* FeedbackFruits - Focuses on actively engaging students in their learning.

* HelioCampus - Specializes in data analytics to guide institutional decisions in support of student success.

## In the communications

Every year, EDUCAUSE offers a range of trendy topics and tracks. This year, there were seven themes, "Cybersecurity, privacy and risk management", "Enterprise, strategy, data, infrastructure and support", "The future of work", "Innovations and emerging technologies", "Management" "Teaching and learning" and "Student experiences". We are interested in this last trend.

Studying the program in advance of our trip, we found that this last field concerns 43 of the 591 presentations this year. Of these 43, some were redundant (18 posters with two communication sessions), and in 25 presentations, students were involved in co-design 16 times.

This shows a tendency, in terms of the number of presentations (16 out of 25 on the subject of "Student Experience"), to include students in the co-design process.
## Type of student involvement

By giving the titles and abstracts to a generative AI model<fnref n="188" />, we can propose a categorization of the presentations, allowing us to better cover this conference.

Students are involved in a variety of ways, including participative projects, the development of e-learning materials, collaboration with professionals, the use of specific methodologies, training and professional development, and the integration of emerging educational technologies.

This diversity of involvement reflects a collaborative and integrative approach, with students playing an active role at every key stage of the co-design process.

<figure><img src="image_113.png" /><figcaption>Figure 2: Communication categorization</figcaption></figure>

### Participatory projects

Students are actively involved in real-life projects, often as consultants or collaborators. This participation enables them to gain practical experience and contribute directly to specific initiatives.

Example initiatives:

* "Mentoring the Next Generation of Leaders": University of California students act as consultants on participatory projects examining career paths in computer science as part of summer internship programs.

* "Prospective Student STEM Program": A program at the University of Arizona brings students together as a learning community. It serves Native American and first-generation students, supports student recruitment, and strives to contribute to the success of students at the university. It includes library workshops, computer prep workshops, and more.

### In the development of e-learning materials

Students contribute to the creation of online educational resources, improving their access to education and supporting independent learning. They participate in the design and production of digital educational content.

Example initiatives:

* "Mentoring the Next Generation of Leaders": Again this experiment at the University of California, which proposes to develop an online educational resource to support writing instruction. Students involved in resource creation propose a resource adapted to other students like themselves.

<footnote n="188">¹⁸⁸ OpenAI. (2024). ChatGPT [Large language model]. https://chat.openai.com/chat</footnote>
* "Bridging the Gaps: Digital Literacy": At Roger Williams University, teachers have found that students overestimate their digital literacy skills, even though this is a prerequisite for learning online, or retrieving *.zip files in particular. Students are then involved in the training through a questionnaire survey, enabling the institution to improve the learning system.

### Q5 - Please rate what degree the course modules were helpful

<figure><img src="image_114.png" /><figcaption>Figure 3: Poster EDUCAUSE "Bridging the Gaps: Digital Literacy"</figcaption></figure>

## Collaboration with professionals (University members)

Students work alongside professionals, benefiting from their expertise while contributing their own needs. This collaboration enables an exchange of knowledge and co-creation of solutions, and engages students in their learning.

### Example initiatives:

* "Gaming the Odds in Their Favor": This new community engagement, driven by gaming, is being analyzed at San Diego State University, which combines analysis of this activity with global health and well-being assessments, enabling gambling to be used as a potential means of increasing the chance of success. It is a testament to the close collaboration between students, academic services and ISD.

* "Personalizing the Student Experience": The implementation of emerging AI technologies in POCs required close collaboration between students, faculty, support services and technology developers regarding data quality at the University of Pennsylvania and North Carolina State University.

* "Access and Equity in the Age of Generative AI": California State University (CSU) and its 23 institutions propose the establishment of AI governance through system-wide committees to coordinate the responsible use of AI in order to ensure equitable access to generative AI and improve student outcomes.
## The use of specific methodologies (Design Thinking, user videos, etc.)

Students take part in structured co-design processes, using specific methodologies such as design thinking or user testing to improve projects. These methodologies help to structure thinking and optimize results.

Example initiatives:

* "Got a Minute?" The Pop-Up Protocol: Using video interviews to co-design surveys at The University of Maryland to assess students' knowledge of AI before starting a training program.

<figure><img src="image_115.png" /><figcaption>Figure 4: Video "Got a Minute?" The Pop-Up Protocol"<fnref n="189" /></figcaption></figure>

* "Don't Leave Data on the Table": Surveys are essential for understanding the student experience, but their traditional analysis can miss important information and limit the participation of non-expert students. To address these challenges, the Academic Technology Experience (ATEX) team at the University of Maryland (UMD) has developed an internal analysis dashboard based on R Shiny, offering interactive and customizable exploration of survey data. The dashboard provides accessible visualization of frequencies, cross-analyses and benchmarks.

## Training and professional development

Students receive ongoing training and participate in professional development programs to better prepare them for their careers. These initiatives aim to strengthen their skills and prepare them for the job market.

Example initiatives:

* "From Classroom to Career": the University of Wisconsin-Madison's Career Services play a key role in supporting students, whether redefining their career goals or overcoming obstacles along the way. With 15 offices across campus, these services offer advice, workshops, events and a support network essential to helping students succeed academically and professionally. Students take ownership of their professional development.

* "Digital Notes and Annotations": The pedagogical approach presented by the Naval Postgraduate School, focuses on student-centered learning, combining face-to-face teaching, asynchronous and personalized discussions, and digital tools such as Microsoft Teams and OneNote, two software packages used in the professional world. Objectives include differentiated learning, and co-creation of content with immediate feedback. Teams promotes collaboration by bringing together discussions, files and recordings in one place, simplifying organization and group work. OneNote enhances content organization and serves as a

<footnote n="189">¹⁸⁹ GO.UMD.EDU/GENAVIDEO</footnote>
repository for assignments and notes, while allowing teachers' explanations to be stored, providing significant support for learning.

# Digital Notes and Annotations: Improving Content Organization and Learning Support

<figure><img src="image_116.png" /></figure>

Naval
Postgraduate
School

## Why?

Empowering Students to Take Ownership
Through Student-Centric Learning by facilitating
exploration and differentiated instruction:
complement face-to-face teaching with
asynchronous learning and 1-1 discussions

## Instructional Goals

<figure><img src="image_117.png" /></figure>

Asynchronous just-in-time discussions (group and 1-1)
facilitate flexible learning, exploration, and differentiation

<figure><img src="image_118.png" /></figure>

Synchronous instruction focused on active learning:
conversations, concept mapping, problem solving, data analysis

<figure><img src="image_119.png" /></figure>

Co-creation of content:
create, share, and incorporate immediate feedback

<figure><img src="image_120.png" /><figcaption>Figure 5 : Presentation EDUCAUSE "Digital Notes and Annotations"</figcaption></figure>

## Integration of educational technologies

Students are involved in the integration and improvement of educational technologies, making their education more relevant and effective. They participate in choosing, implementing and optimizing the technological tools used in their learning.

According to the Mental Health and Wellness in the Horizon Report EDUCAUSE study, technology plays a part in student engagement and is seen as very important to success.

## Topic 3: Technology Use

<figure><img src="image_121.png" /><figcaption>Figure 6 : Technology Use in Mental Health and Wellness in the Horizon Report EDUCAUSE</figcaption></figure>
Example initiatives:

* "The Gen Z Effect": Integrating educational technologies to meet the needs of Generation Z students (people born between 1997 and 2010). Flexibility allows students to be involved in their choice of learning modalities and hybrid course models: according to the University of Tennessee, this choice is recognized as favorable for Gen Z.

> "Flexibility allows for students to distinguish between their own personal preferences and the larger ethical implications of learning modalities and hybrid course models, with a particular emphasis on the importance of giving all students the ability to choose their own modalities of engagement."

Educause (2023)

<figure><img src="image_122.png" /><figcaption>Figure 7: Presentation EDUCAUSE "The Gen Z effect"</figcaption></figure>

* "Access and Equity in the Age of Generative AI". At California State University (CSU), prospects for improving student success include a Student Companion (AI Chatbot) for Open Educational Resources (OER), a tool designed to help students master AI technologies.

* "Artificial Intelligence (AI) and Accessibility": At College of Coastal Georgia, students with disabilities are involved in the co-design of AI-based pedagogical tools to ensure the inclusivity and effectiveness of the training system.

* "Personalizing the Student Experience": The use of AI for two universities in POCs, which they have yet to generalize according to the CIOs is a complementary case. North Carolina State University is implementing statistical analysis of admissions data, improving its data and offering an improved response to students who no longer scroll through several web pages. At the University of Pennsylvania, recruitment and admissions are being explored, minimizing risk, and a chatbot is being set up for international students (or new employees) to personalize student paths.
<figure><img src="image_123.png" /><figcaption>Figure 8 : Vidéo replay EDUCAUSE "Personalizing the Student Experience: How AI Can Make a Difference"</figcaption></figure>

* "Leveling Up: How Esports Can Transform Your Campus Experience": The emergence of e-sports as a sporting practice on par with US soccer or basketball has led to the creation of inter-university championships and associated scholarships. At San Antonio College, we were able to visit the student lounge where students compete in e-sport competitions, reinforcing the College's commitment to team spirit and community involvement around e-sports.

<figure><img src="image_124.png" /><figcaption>Figure 9: Presentation by CDW Education</figcaption></figure>

<figure><img src="image_125.png" /><figcaption>Figure 10: E-sport room at San Antonio College - Délégation française 2024</figcaption></figure>
* "Micro to Macro Scale Assessment Training" : Arapahoe Community College's DELTA program aims to strengthen student engagement and build a community of practice around data literacy. By training faculty and staff to analyze micro data and integrate student input, the project promotes assessment strategies aligned with institutional goals. Participants co-develop action plans to improve student retention and reduce inequalities. Transparency and collaboration between teaching and administrative teams break down organizational silos. This model reinforces a shared data culture, focused on student impact.

## Data Empowered Learning, Teaching, and Advising

### Establishing and Growing an Equity-Centered Data Practice

<figure><img src="image_126.png" /><figcaption>Figure 11: Poster EDUCAUSE “Micro to Macro Scale Assessment Training”</figcaption></figure>

## Student involvement and project phase

To analyze the moments of engagement mentioned in the 25 presentations, we followed the lifecycle of device creation: initial design (pre-build), development/prototyping (Build) and operation (Run).

### Initial design

The initial design of educational projects is emerging as a crucial stage for integrating students' ideas and perspectives. This trend, mentioned in some twenty presentations, illustrates the importance of involving students from the outset. For example, in the "Mentoring the Next Generation of Leaders" approach, students are actively involved in shaping programs in connection with the University Library, while in "Got a Minute?" The Pop-Up Protocol", their input from the outset helps to personalize solutions based on artificial intelligence. These initiatives demonstrate how early collaboration can enrich processes and strengthen the match between learners' expectations and proposed solutions.
## Development/Proof of concept

Development and POC are proving to be phases in which students play an active and significant role in the creation and improvement of educational projects. This trend, highlighted in eighteen presentations, illustrates how their involvement can enrich data culture, as shown by the "Micro to Macro Scale Assessment Training" program, which aims to integrate students into this process. Similarly, the "Don't Leave Data on the Table" initiative demonstrates the importance of their contribution to the creation of customized dashboards, ensuring that the tools developed really do meet their needs. By including students' perspectives at this stage, institutions can not only improve the quality of their projects, but also foster a sense of belonging and commitment within the educational community.

## Post-launch evaluation

Post-launch evaluation is a stage in which students become actively involved in evaluating and improving projects once they have been implemented. Mentioned in twelve presentations, this trend illustrates the importance of gathering feedback to optimize initiatives. For example, "Top Trends in Advising Technology" focuses on the post-implementation evaluation of board redesign initiatives, while "Voices Shaping Tech" highlights student involvement in the ongoing evaluation of educational technologies. In this respect, The Pennsylvania State University's Technology Advisory Representatives play a vital role in providing students with a platform for expressing their opinions on the university's technology decisions. They provide feedback on Penn State IT and Teaching and Learning with Technology (TLT) initiatives, while preparing for careers in the digital field through their involvement in these discussions.

<figure><img src="image_127.png" /><figcaption>Figure 12: Poster EDUCAUSE "The Pennsylvania State University"</figcaption></figure>

By integrating student perspectives at this stage, institutions can ensure that technologies and educational projects truly meet the needs of the community.
Towards transfer possibilities in the French university system<fnref n="190" />

In France, student involvement has evolved over the decades. The tradition of teacher-centered teaching, often perceived as magisterial and passive, has gradually given way to more participatory and interactive approaches to read the latest debate led since 2024 by Claire Peltier in the classified journal *Distances et Médiations des Savoirs*<fnref n="191" />.

Educational reforms whose primary aim is to improve student success, whatever their original course of study or aspirations, such as the March 8, 2018 law on student orientation and success, known as the ORE law<fnref n="192" />, have attempted to encourage greater student involvement in their learning and their choices of direction.

And yet, traditionally, French students are often more involved in the post-launch evaluation of existing pedagogical systems by the “conseils de perfectionnement” (evaluation of training by students at the end of the semester) than in their initial design, except in the case of experimental systems such as the Nouveaux Cursus Universitaires (NCU)<fnref n="193" />

To remedy this, it might be interesting to look at the different forms of involvement we report from this other university context. For example, involving students in the initial design of educational projects means that solutions can be adapted to learners' needs right from the start, while at the same time reinforcing their active involvement.

During the development and prototyping phase, student involvement in POCs also proves crucial. Initiatives cited here show how their participation can enrich data culture and ensure that the tools developed, such as customized dashboards, really meet their needs.

Finally, the post-launch evaluation phase offers an essential opportunity to improve projects thanks to student feedback, highlighting the importance of gathering their opinions to optimize initiatives, or illustrating how dedicated platforms foster their contribution to the evolution of digital technologies, such as AI.

As a complement to the classroom, these initiatives could also include the development of digital applications and tools involving the university's various stakeholders, whether students or staff, to meet the specific needs of the university community and encourage wider adoption of user-centered solutions.

Students could play an active role in more participative projects such as the development of e-learning materials, collaboration with professionals, and the adoption of specific methodologies. In addition, the integration of emerging digital technologies and the ongoing training of stakeholders would help build an innovative and adaptable university digital ecosystem.

This diversity of involvement demonstrates the importance of a collaborative and integrative approach, where students actively participate in every key stage of the co-design process: they are involved or engaged at every stage.

The experiences reported here show that new forms of commitment can be successful. But they still need to be adapted to the institutional culture of French higher education establishments. A new challenge for a new call for expressions of interest? To achieve this, we need to mobilize new approaches and raise awareness among stakeholders, while highlighting the positive impact of these approaches on the student experience. Targeted experimentation could demonstrate the feasibility and benefits of co-design in a variety of contexts, while creating a framework to facilitate the sustainability of successful initiatives.

<footnote n="190">¹⁹⁰ This part, present in the original French version of this report, is proposed for information to the foreign readers</footnote>

<footnote n="191">¹⁹¹ Debate by Claire Peltier in *Distances et Médiations des Savoirs* – CNED, Issues 45, 46, 47 and 48 https://journals.openedition.org/dms/9952</footnote>

<footnote n="192">¹⁹² https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000036683777</footnote>

<footnote n="193">¹⁹³ https://anr.fr/en/call-for-proposals-details/call/nouveaux-cursus-a-luniversite-ncu-vague-2/</footnote>
Special Thanks

To the teams of EDUCAUSE: John O'Brien, Kathe Pelletier, Eden Dahlstrom, Helen Norris, Susan Grajek, Karen Mateer, Mark McCormack, Sean Burns

To the teams of Consulate General of France in Houston: Alessio Guarino, Noelly Roussel, Bettina Gardelles, Jean-
Christophe Dissart

To the teams of Houston Community College: Edmund « Butch » Herod, Sylvia Saenz, Tim Snyder, Michael Webster, Miguel San Juan

To the teams of Texas A&M University: Maria Claudia B. Alves, Victor Manuel Camara Poot, Sunday Palsole, Harry Hogan, Andrea M. Ogilvie, Samuel Merriweather, Shawna Fletcher, Ed Pierson, Michael Leary, Casey Brian, William Deigaard, Mark Henry, Carlos Lucio, Samantha Shields, Estelle Archambeau

To the teams of San Antonio College: Barbara Hong, Stella Lovato, Cassandra Rincones, Usha Venkat, Alejandra Bueno, Joan J. Jaimes, Henry Griffith, Karla Duran, LaTanya Kurney, Isabel Breuer, Reynaldo Cano

To the teams of UTSA: Carelli De la Torres, Scott Ziegenhorn, Melany Guerra, Jake Erney, Anita Garza, Lisa Montoya, Melissa Vito, Marcela Ramirez, Claudia Arcolin, Elliot Schraer, Kendra Ketchum, Nassos Galiopoulos, Roberto Jr Granado, Elyse Ramirez, Joe Tabares

To our Japanese colleagues, of AXIES and of the Japanese Delegation: Shoji Kajita, Tsuneo Yamada, Nobu C. Shirai, Yoshitaka Morimura, Motonori Nakamura, Yuri Shimabukuro.

To the French Ministry of Higher Education and Research

Credits

Contributors: Romuald Arnold, John Augeri, Erica Dumont, Laurent Flory, Frédéric Habert, Thierry Koscielniak, Bertrand Mocquet, Nina Reignier-Tayar, Bruno Urbero, and Emmanuelle Vivier

Editor in Chief: John Augeri

Layout: John Augeri

The statements and opinions expressed are those of their respective authors.

All trademarks belong to their respective owners.

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v1.00EN
EDUCAUSE
ANNUAL CONFERENCE

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TEXAS A&M
UNIVERSITY

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ALAMO COLLEGES DISTRICT
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UTSA

The University of Texas
at San Antonio™

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CONSULAT
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DE FRANCE
À HOUSTON

Liberté
Egalité
Fraternité

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UNIF

UNIVERSITÉ NUMÉRIQUE ILE-DE-FRANCE

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UNIVERSITÉ DE NANTES

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