Presenters:
Rochelle Clarke, Diana Wile, Abigale Thomas, and Nerlange Tima
The landscape of higher education is undergoing significant change as artificial intelligence (AI) and digital technologies transform student learning, engagement, and support-seeking behaviors. Although these advancements present new opportunities for efficiency and accessibility, they also pose a threat to the essence of education: genuine connections, ethical interactions, and the transformative nature of learning. At its core, education transcends mere information delivery; it fosters curiosity, growth, and relationships that empower students to realize their own potential (Carr, 2020). This session presents an evidence-based framework that incorporates principles from Solution-Focused Brief Therapy (SFBT) into practices within higher education. Research indicates that SFBT’s focus on enhancing strengths, recognizing exceptions, and facilitating incremental progress boosts student resilience, motivation, and persistence (Franklin et al., 2012). The framework builds upon scholarship of teaching and learning (SoTL) research by adapting therapeutic strategies for classroom settings and advising practices that lead to measurable improvements in student engagement and persistence. By leveraging AI to manage routine tasks like scheduling or addressing common inquiries more effectively, faculty and staff can redirect their efforts toward meaningful interactions with students. Participants will investigate practical methods for integrating SFBT techniques into teaching, advising, and student support while utilizing AI as an adjunct rather than a substitute. The session highlights how evidence-based approaches centered on relational dynamics can alleviate stress for educators, strengthen student connections, and enhance retention rates. Attendees will gain tangible tools to create educational environments that prioritize humanity amid innovation, ensuring higher education remains compassionate and prepared for the future.
