Building Relationships with Students

One of my greatest joys as an educator lies in not just teaching, but in actively contributing to the future success of my students. With the power of LinkedIn, I've found a unique avenue to extend the classroom walls far into the realms of real-world opportunities. Over the years, I've been fortunate to cultivate a robust network of professionals and leaders within the supply chain and business sectors. This platform has become more than a networking tool; it's a bridge connecting the aspirations of my students to the vast possibilities the industry holds. Here's how I leverage LinkedIn to benefit my students: ➡️ I actively introduce my students to industry professionals, creating mentorship and learning opportunities that go beyond textbooks ➡️ Through discussions and content sharing, I bring the latest industry trends and challenges into our classroom, preparing my students for what lies ahead ➡️ By highlighting my students' projects, achievements, and potential, I've seen incredible stories of talent meeting opportunities, resulting in internships and job offers I'm curious to hear from others: How do you use your network to support and uplift those entering your field? #EducationToOpportunity #SupplyChainTalent #BusinessEducation #MentorshipInAction #Educator

I’ve been researching “AI and education” for years. So little of my approach has to do with AI. Over the past 2 years, I’ve dug deep into… 1. Alternative Grading My students often overrely on AI because of the high-stress, grade-focused educational system. So, I need to find ways to deemphasize grades, and focus on learning as an exploratory, empowering process. 2. Present Teaching This is brand new for a lot of us. To get my students to be vulnerable (which is necessary to grow in this current world), I need to be vulnerable with them. I need to be “present,” and encourage my students to be present. 3. Process-Minded Teaching Product-based teaching has a lot of pressure on it right now. How do we approach assessment, if we have tools that (with some savvy prompting) can imitate thoughtful work pretty closely? For me, the answer is redesigning assessment to focus on process over product. And maybe that should always have been the case. 4. Teaching for Metacognition I’ve always prized metacognition and reflection. But honestly, this often meant asking students to (1) submit something and (2) reflect on it. I’ve take a step back, to think about what it meant to reflect and how we can improve our reflection process. +++ Here are some books that have really helped me along. https://lnkd.in/ezBHVW64 - Eric Detweiler, Responsible Pedagogy https://lnkd.in/ewSk2w8K - Susan D Blum, Ungrading https://lnkd.in/e9TThrrY - Liz Norell, The Present Professor +++ When it’s all said and done, I think AI will play a supporting role in my journey. It’s not a main character. It’s the push to create more student-centered learning environments that prioritize curiosity over compliance.

7 ways students can message their target people (e.g., alumni) without connecting on LI or buying LI Premium: Networking with alumni, recruiters, and industry professionals is one of the highest-ROI activities students can engage in while in college. But LI limits non-Premium users (i.e., most students) to 5 connection notes per month, making outreach harder. Here’s how students I work with bypass this limit (without paying for Premium): 𝟭. 𝗖𝗵𝗲𝗰𝗸 𝗳𝗼𝗿 𝗢𝗽𝗲𝗻 𝗣𝗿𝗼𝗳𝗶𝗹𝗲𝘀 Some Premium users enable “Open Profile,” allowing anyone to DM them without connecting. Simply click “Message” on your target person's profile — if it says "Free message," you’re good to go. 𝟮. 𝗜𝗻𝘁𝗿𝗼𝘀 𝗯𝘆 𝗠𝘂𝘁𝘂𝗮𝗹 𝗖𝗼𝗻𝗻𝗲𝗰𝘁𝗶𝗼𝗻𝘀 If you share a mutual connection with your target person, ask for an intro. The mutual connection can add you both to a group chat on LI, where you can continue the conversation without connecting. Find mutuals in People Search or under “Mutual connections” on their profile. 𝟯. 𝗠𝗲𝘀𝘀𝗮𝗴𝗶𝗻𝗴 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝗚𝗿𝗼𝘂𝗽𝘀 You can DM anyone inside the Groups you are in. Scroll down to your target profile's Groups section, join one they are a part of, and search their name inside the group to send a DM. Since you can only search by name inside a group, identify your target profiles beforehand. 𝟰. 𝗦𝗼𝗳𝘁 𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻𝘀 𝘁𝗵𝗿𝗼𝘂𝗴𝗵 𝗘𝗻𝗴𝗮𝗴𝗲𝗺𝗲𝗻𝘁 If your target person posts content, engage with their posts before reaching out. React, comment, and repost a few times to build familiarity. When they recognize your name, they’re more likely to accept your connection request (even without a note). The marketing rule of 7 applies here: multiple touchpoints build trust. 𝟱. 𝗘𝗺𝗮𝗶𝗹 Most people check their email more often than their LinkedIn DMs. Some organizations (e.g., universities, non-profits, smaller companies) might list their employees' emails on staff pages. If not, tools like Hunter.io can help you find email patterns. Once you get the format, you can apply it to other names at the same company. 𝟲. 𝗟𝗶𝗻𝗸𝗲𝗱𝗜𝗻 𝗣𝗿𝗲𝗺𝗶𝘂𝗺 𝗧𝗿𝗶𝗮𝗹 Before paying for Premium, use the free 30-day trial. This unlocks unlimited connection notes and monthly InMail credits. If you choose to buy Premium for networking reasons, consider buying it one month at a time during your peak networking season. 𝟳. 𝗔𝘀𝗸 𝗖𝗮𝗿𝗲𝗲𝗿 𝗦𝗲𝗿𝘃𝗶𝗰𝗲𝘀 𝗳𝗼𝗿 𝗜𝗻𝘁𝗿𝗼𝘀 Career services offices often have alumni contacts and can make introductions via email. Take advantage of their network to connect with alumni in your target roles. — PS. These are just a few of the tactics I cover in my ‘Leveraging LI as a College Student’ workshop, which I’ve led to hundreds of at 25+ universities. Most LI workshops stop at profile optimization. This one teaches students how to fully leverage LI, including turning connections into opportunities. Want to bring this to your students? Let’s talk.

Stop fearing difficult conversations. Master them them with these 21 phrases: I used to run from conflict. Even with the best intentions, I’d freeze, shut down, or over-explain. Avoidance? It cost me trust. Clarity. Connection. I eventually learned: Silence doesn’t protect relationships — presence does. If you want to lead with heart, you have to show up— especially when it’s uncomfortable. 221 ways Emotionally Intelligent leaders handle tough conversations with grace: 1) Ground Yourself ↳ "Let me take a breath before we dive in" ↳ Regulating yourself regulates the room 2) Speak from the 'I' ↳ "I feel..." not "You always..." ↳ Language shapes energy 3) Ask, Don’t Assume ↳ "What’s most important to you here?" ↳ Curiosity over judgment 4) Honor the Human ↳ "I care about you—this matters" ↳ Connection before correction 5) Stay With Discomfort ↳ "This feels hard—and that’s okay" ↳ Growth often feels messy 6) Reflect Instead of React ↳ "Can I take a moment before I respond?" ↳ Response > Reaction 7) Use Silence Strategically ↳ Pause. Let things land. ↳ Space invites truth 8) Call Out Courage ↳ "Thanks for being honest with me" ↳ Vulnerability deserves recognition 9) Keep the Bigger Picture in View ↳ "Let’s remember why we’re here" ↳ Shared purpose realigns 10) Zoom In ↳ "What exactly are we solving?" ↳ Specifics defuse drama 11) Offer Reassurance ↳ "We’ll figure this out together" ↳ Confidence is contagious 12) De-escalate with Empathy ↳ "That makes sense—you’re not alone" ↳ Validation cools the fire 13) Ask for Feedback ↳ "How could I have handled this better?" ↳ Openness invites openness 14) Check for Emotion ↳ "How are you feeling right now?" ↳ Feelings often speak louder than facts 15) Break it Into Steps ↳ "Let’s take this one piece at a time" ↳ Simplicity calms chaos 16) Share What You’re Learning ↳ "This is teaching me a lot" ↳ Humility connects 17) Own the Outcome ↳ "Here’s what I commit to doing" ↳ Integrity builds trust 18) Repeat What Matters ↳ "Just to be clear, you’re saying…" ↳ Listening is leadership 19) Choose the Right Time ↳ "Is now a good time for this talk?" ↳ Timing shapes tone 20) Close With Care ↳ "I appreciate you talking this through" ↳ Endings leave lasting impressions 21) Keep the Door Open ↳ "Let’s keep this dialogue going" ↳ Safety means being available Hard conversations aren’t supposed to be easy. They’re designed to transform us. Approach them with presence (not force). ♻️ Please repost to promote presence over avoidance. 🙂 Follow Marco Franzoni for more.

“Interview a professional in the field.” It sounds like a great assignment. Real-world experience. Industry connection. Authentic learning. The kind of thing we’re “supposed to be” assigning. But here’s the quiet problem: That task requires more than time. It requires social capital and not every student has that. Some students already have a network. They have their parent’s colleagues, a former internship supervisor, a family friend in the field. Others are starting from scratch without any leads. They’re first-generation. They’re new to the country. They’re juggling work, caregiving, and school. And when asked to “reach out to a professional,” they don’t even know where to start because no one has showed them. That’s the part we often miss. We have good intentions, but these assignments don’t just test content. They test privilege. We can easily redesign this. We can build the same skill without requiring the same network. Try this: - Offer options: “Interview or analyze a public figure in this field.” - Provide a list of professionals who’ve opted in to student interviews (great way to bring in alumni) - Simulate the experience with curated panels, videos, or sample questions - Even better… teach how to build professional connections before making it a requirement Equity doesn’t mean making things easier. It means making success possible for students who weren’t handed a head start. Because when we ignore social capital, we’re not assessing learning. We’re just exposing the gap. And then grading it.

Words Matter, especially when it comes to students: Strategic communication is student success. In the world of higher education, strategic communication isn’t just a best practice, it’s a necessity. It is the connective tissue between departments, services, and most importantly students. The language we use in emails, on websites, in text messages, and even in hallway conversations can either build trust or create distance. When a student receives a message from their institution, they shouldn’t feel confused, anxious, or alone. They shouldn’t need a glossary to interpret it. They should feel seen, supported, and guided not processed. What this looks like in practice * Limiting acronyms and internal jargon that may be second nature to us but foreign to students * Replacing transactional tones with empathetic ones, especially in moments of stress such as financial aid holds, academic warnings, or appeals. * Anticipating where students might feel overwhelmed and proactively offering step by step guidance and reassurance. * Providing warm hand offs to real people, not just links, policies, or generic email addresses. * Offering solutions, even when the answer is “no.” It’s not just what we say; it’s how we assist students navigate next steps that matters. * And most importantly, communicating even the hardest messages with care, clarity, and respect. There is always a way to communicate with compassion. Even when the message involves denial, delay, or correction, we can lead with humanity. Students deserve transparency, but they also deserve encouragement, context, and direction. Every message is a moment of truth. A poorly worded financial aid notice, missed deadline reminder, or impersonal response can drive disconnection with the institution. But a thoughtful, student centered communication? That can change the entire trajectory of their experience. Strategic communication is student success. Let’s be intentional with our words, consistent with our support, and relentless in our mission to create welcoming, accessible, and responsive experiences for every student we serve.

What defines a good #mentor?   I often hear from #PhD students and #postdocs who are disappointed with their #advisor. They feel like their advisor doesn’t care about their success.   Don’t get me wrong: there are some people who should not mentor students. (Topic for another day … it’s too depressing for today.)   I don’t think there’s one definition of an ideal advisor, because each person needs something different in a mentor. 👀 Some students feel like they need constant guidance. They don’t know how to be independent and need help to spread their wings. ☄️ Other students are independent from the start and forget that they have an advisor. They need help understanding that research is made better when we have supportive critics and help from someone deeply knowledgeable in the field.   There’s also not one list of ALL the things an advisor does (should do?) for her students. I think our main roles are: 👩🏻🎓 Keep a student on track to meet their goals. Help them identify milestones, hold them accountable for deliverables, assist in getting over speedbumps. 🦠 Facilitate access to resources. Whether it’s lab supplies, equipment time, data access, professional development, I don’t want my students worrying about resources. 🏁 Help them grow as independent scholars. I try to give my students a lot of freedom, but with that the advisor needs to have patience and believe in their students’ abilities. 👩🏻🏫 Provide honest feedback and a supportive environment in which to receive that feedback. I’m not doing my students any favors by telling them a manuscript is fine and then rewriting it behind their backs.   Sometimes even the most enthusiastic advisor struggles to do these things. But let’s assume that the advisor is well-intentioned and needs a little help to help.   When an early career scientist tells me their mentor isn’t what they expected, it’s often a lack of communication and of setting expectations that leads to this disappointment. 💁🏻♀️ So I ask them: what’s your role in creating your mentoring relationship? 🤦🏻♀️ Usually, they give me a stunned look: You mean I should DO something?   Yes. You should be proactive. Not all mentors are tuned into your expectations but are actually quite willing to help once they’ve been explicitly told what you need.   How do you build a good relationship with your mentor? 💬 Talk to each other. Honestly. Openly. ⭐️  Be clear about what you each hope to achieve both with this relationship and your career. Ask how the advisor feels that they can help you. This is two-way conversation: it isn’t about demanding things. 🙌 Ask your advisor what’s important to them. When we work towards a common goal, we’re more motivated to succeed than when we feel like adversaries. ⏰ Have frequent conversations. You wouldn’t call someone you just met your best friend; why would you expect to have a strong mentoring relationship immediately?

Yesterday, a student in my class candidly shared with me some of their go-to AI resources. That openness was a big moment for me—not because of the tools themselves, but because it showed me that they felt comfortable enough to talk freely about how they’re using AI in their work. It’s a sign that the trust we’ve been building in the classroom is paying off. When students start sharing how they’re leveraging AI without hesitation, you know the atmosphere you’ve created supports real learning and growth. Trust is the cornerstone of effective AI integration. Here are five ways I’ve worked to cultivate that trust: Be Transparent About AI’s Role: I’m upfront about how AI fits into our learning goals. I set clear guidelines but also explain the reasoning behind them, so students see AI as a supportive tool, not a replacement for their thinking. Show Vulnerability: I let students know that I’m also figuring things out as we go. By being honest about the learning curve I’m experiencing, I encourage them to be open about their own challenges and discoveries. Encourage Real-Time Conversations: When students mention how they’ve used AI, I don’t just nod and move on—I dive in. We talk through what worked, what didn’t, and how they approached it. This normalizes AI use and turns it into a shared learning experience. Celebrate Their Process: Whether they successfully apply AI or run into challenges, I make sure to recognize their efforts. This reinforces that AI is a tool for growth and experimentation, not just a quick fix. Model Responsible AI Use: I regularly demonstrate how I incorporate AI in my own work. When students see me using AI thoughtfully, they’re more likely to adopt similar practices, knowing that the tools have a real, practical role in our classroom. In the end, trust allows AI to become more than just another tool—it becomes part of a larger dialogue about learning, creativity, and innovation. And when students trust the process, they engage with AI more confidently and effectively. Amanda Bickerstaff Aco Momcilovic Brian Schoch Christina B. 👨🏫🤖 "Dr. Greg" Loughnane Goutham Kurra Iulia Nandrea Mike Kentz Michael Spencer Milly Snelling Anna Mills David H.

My hot take for the day is that the best thing to do in response to genAI in the classroom has nothing to do with genAI. Instead, we should use any disruption to double down on building classroom communities full of trust and an embrace of the frictionful state of learning. 1. Learn students’ names: perhaps one of the highest ROI things you can do to create a foundation for community. 2. Foster metacognitive habits: help student reflect on what they're learning and how. You want to build independent, active learners instead of passive receivers of information. 3. Teach with transparency: don't hide the ball. Put your motivations and pedagogical decisions on the table. 4. Communicate explicit learning objectives: tell them the point of every assignment and what they're supposed to get out of it. 5. Make communication policies clear: tell them how to get a hold of you and set expectations for when they can expect a response. h/t to Robert Talbert for this one. 6. Create frameworks for feedback: help them understand how to give and receive feedback. I really like @kimballscott's framework of Radical Candor for this. 7. Double down on active learning: get them engage in the work of learning. This is fun and often looks a lot like play! Don't just talk at them but get them talking to you and to each other. 8. Encourage experimentation: iterative improvement and failure is the way. 9. Cultivate community: help them fully leverage the rich relational web that is in the background of every classroom. This is so often untapped. 10. Connect individually with each student: it might be challenging, but do your best to get to know each student as an individual person. Feeling like you're seen and that you belong matters. 11. Build shared responsibility for learning: teacher and student both have to bring something to the table for learning in the classroom to happen. Call this out explicitly and have a conversation about what everyone is bringing. 12. Get alongside students: try to avoid being in front all the time but get beside your students so that they see you are on their side and wanting them to succeed. 13. Model vulnerability: when you mess up, and you will, own it. Much easier for them to do it if they see it from you. 14. Reframe from "have to" to "get to": everybody has some level of agency in their choice to be in the classroom. Remind everyone of the opportunity and privilege it is to be in a classroom. 15. Trust your students: what if you gave your students the benefit of the doubt and trusted them until they gave you a reason to do otherwise. 16. Offer opportunities for failure and retries: learning happens when we try, fail, reflect, and try again. 17. Embrace friction: learning, like any worthwhile activity, is hard work. Instead of looking for a frictionless experience where we accomplish things without effort, encourage students to dig into the worthwhile challenge of learning something new and growing.

These 4 words can make anyone anxious: "We need to talk." The problem isn't having hard conversations: It's how most people approach them. I used to wing these conversations and wonder why they went sideways. Then I studied how the top 1% of leaders handle conflict. The difference? They have a system. Most leaders wing difficult conversations and create more problems. Smart leaders use proven frameworks that build trust while addressing issues. Here's the approach that transformed my leadership: ✅ Phase 1 - Foundation Setting: "Thanks for your patience. I've thought things through so we can have a productive conversation." This immediately signals you're not reactive: You are thoughtful and solution-focused. ✅ Phase 2 - Trust Building: "I trust you and that's why I'm being straight with you." You lead with respect, making it clear this isn't about their worth as a person. ✅ Phase 3 - Context Setting: "I want to be transparent. This impacts our success." Connect the conversation to shared goals, not personal frustrations. ✅ Phase 4 - Reality Acknowledgment: "This might be hard, but I want us to work through it together." You acknowledge difficulty while committing to partnership. ✅ Phase 5 - Problem Focus: "Something's affecting your results. Let's handle it together." Action-oriented language that invites collaboration. ✅ Phase 6 - Preparation Time: "Let's meet tomorrow to review data. Bring your take." Respectful timing that allows for thoughtful responses. ✅ Phase 7 - Solution Mode: "We've been falling behind. How can we fix this together?" Partnership language focused on forward movement. The result? Conversations that could have ended relationships actually strengthened them. Hard conversations need not take a negative turn. They are investments in better outcomes. What conversation framework will you try first? ♻️ Repost this to help leaders navigate difficult conversations strategically. 🔔 Follow Dr. Oliver Degnan for more strategies on Burnout, Productivity and Leadership.