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Instructional Connections Partner Spotlight: University of Texas Rio Grande Valley

Partner Spotlight

Online education has become a significant focus for higher education institutions in recent years, as more universities have expanded their online offerings to attract a different kind of student. The benefits of developing online course offerings are numerous, and many institutions report greater student satisfaction, better retention, and improved student outcomes when they broaden their offerings.

Expanding online education, however, comes with its challenges. Online courses are not just virtual extensions of in-person methodologies and paradigms. To truly maximize the online education experience, institutions of higher education need to reframe their faculty support systems, pedagogies, and presumptions before unveiling expansive online offerings. 

This can be a tall order for some institutions, and improperly planned virtual education programs can have disastrous consequences. By some estimates, around half of higher education instructors suffer from burnout, and without the proper planning and support systems in place, online education programs can exacerbate faculty burnout. 

Instructional Connections has worked with some of the nation’s premier higher education institutions over the years, and we’ve learned what makes some of the nation’s best online education programs so successful. The University of Texas Rio Grande Valley is one such partner.

The University of Texas Rio Grande Valley at a Glance

The University of Texas Rio Grande Valley, based in Edinburg, Texas, is a public research university with approximately 35,000 students. The university is over 90% Hispanic, and popular programs include health sciences, education, and various business courses. 

Online education programs are at the core of the University of Texas Rio Grande Valley’s success. UTRGV offers a wide variety of online education programs, both traditional and accelerated, across many disciplines. The university also offers accelerated and hybrid programs, as well as online graduate programs. In fact, the institution offers over 500 online courses, and aproximately 50% of UTRGV’s student body is enrolled in at least one of them. 

The significance of online education to UTRGV’s success cannot be understated. However, UTRGV’s unique situation does pose particular challenges when implementing online education. For one, the University of Texas Rio Grande Valley has a much higher percentage of first-generation college students than most universities, with approximately 55% of UTRGV’s students being in this group. 

This cohort of students is much more likely to leave higher education or experience worsened student outcomes, whether in person or online. Additionally, UTRGV also attracts a large number of non-traditional students through these online programs. 

The Academic Coach Model 

UTRGV has invested considerably in supporting its online education faculty, and the Instructional Connections Academic Coach model is one pillar of the university’s support structure for its online instructors. Instructional Connections Academic Coaches are a common sight in UTRGV’s online programs, and our dedicated, seasoned coaches help UTRGV faculty perform at their best. 

One of the most alluring advantages of online education, the ability to scale a program through virtual methods, can also be a massive downside. The increased number of students in an online course also increases the amount of routine work expected of an instructor. 

Small, routine tasks like answering a grading question, responding to a student email, or hosting office hours can eat up massive amounts of time in an online course. Instructional Connections Academic Coaches help support instructors and free up their bandwidth to focus on higher-level and strategic pursuits. 

Dedication to Continuous Improvement

UTRGV has also dedicated resources and faculty time to uncovering how to improve online education programs through the use of Academic Coaches. While Academic Coaches are a great resource in an online program, UTRGV has supported research into what makes for an effective and impactful program. Note this presentation on common challenges around the effective use of Academic Coaches. This research uncovered several campus-specific challenges related to the use of Academic Coaches, including:

  • Detailed Rubrics
  • Clear Communication With Academic Coaches
  • Clear & Upfront Development Of Coach Expectations

This commitment to continually reviewing how Academic Coaches are employed and the common pitfalls they encounter on the UTRGV campus has proved invaluable. The result is an online education program that thrives on flexibility, expertise, and consistent review of best practices. 

Learn More About the Academic Coach Model

Are you interested in learning more about the Academic Coach model and whether it’s a good fit for your institution? The nation’s top universities depend on Instructional Connections to charge their online education programs. Call Instructional Connections today to discuss further!

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From Drop to Degree: Operational Strategies for Retention in Accelerated Online Programs

Building Online Education Programs on a laptop

Accelerated asynchronous online degrees are a strategic growth channel for institutions — but they redefine the rules of student persistence. Compressed schedules, concentrated course loads, and intensified time pressure make step-outs and withdrawals more frequent — and more costly.

For academic leaders — Provosts, VPs of Academic Affairs, and Deans — the question is no longer whether to offer accelerated formats, but how to design program architecture and operational supports that drive completion, elevate student experience, uphold academic integrity, and strengthen institutional reputation.

Success in this space requires more than content delivery. It demands intentional design: proactive student support, role clarity across instructional teams, and data-informed iteration after every cohort.

How Accelerated Programs Change Student Risk

Compressed pacing increases fragility. In 4 to 8-week terms, a single missed week can trigger a cascade of missed deadlines and disengagement. Course load shifts concentration: while traditional students juggle multiple courses, accelerated learners typically take one at a time — occasionally two. That single-course focus reduces cognitive juggling but magnifies the impact of any disruption.

There’s less runway for remediation. LMS or course navigation confusion, unclear instructions, or technology barriers must be resolved swiftly — or students risk falling irretrievably behind.

Instructional presence becomes mission-critical. Fast, human responses and clear progress signals are essential to sustain momentum. Fast, human responses and clear progress signals are imperative to maintain momentum in compressed timelines — and every delay compounds.

Four Leading Causes of Step-Out and Targeted Interventions

  1. Time scarcity and competing obligations  
  • Why it matters: Accelerated terms can demand intense weekly commitment; working adults and caregivers are most vulnerable.  
  • Intervention priority: Set realistic course‑load guidance through admissions and advising (recommend one accelerated course for full‑time workers); provide flexible micro‑deadlines and explicit weekly time estimates in the syllabus.
  1. Academic overload and unclear expectations  
  • Why it matters: Ambiguous rubrics, late feedback, or large multi‑week assessments create overwhelm in short modules.  
  • Intervention priority: Redesign assessments into short‑cycle tasks with rapid formative feedback; publish clear, rubric‑linked checklists for every module.
  1. Low instructional presence and social isolation  
  • Why it matters: There’s less time for community formation; students who don’t receive timely Faculty (or other instructional support) contact disengage quickly.  
  • Intervention priority: Build deliberate, faculty or coach‑facilitated touchpoints (weekly announcements, discussion facilitation, short feedback, or brief check-in opportunity) that create rhythm and human connection.
  1. Technical setup, navigation difficulties, mid-course disruptions  
  • Why it matters: Disruptions like platform failures, difficulty navigating the LMS, or sudden financial, work, health, or other unexpected challenges can have an immediate and disproportionate impact in compressed course formats.  
  • Intervention priority: Require a short, mandatory program and LMS orientation; provide a one‑page LMS “cheat sheet”; implement early‑week micro‑surveys to catch issues in time for escalation.

Academic Coach Model: A Strategic Operational Lever

Instructional Connections’ Academic Coach Model offers a practical solution to address course persistence challenges and faculty bandwidth constraints. Academic Coaches—degree-qualified, experienced practitioners who may also be referred to as Virtual Teaching Assistants—serve as faculty-directed partners embedded within online courses. They manage routine course operations, including timely, rubric-guided grading; monitoring discussion threads; ensuring participation; responding to day-to-day student inquiries; assisting with basic LMS and course navigation; and directing students to appropriate departments or resources when needed.

This additional layer of support reduces time pressure on students by providing formative feedback during grading, answering questions promptly, and clarifying next steps so students don’t fall behind. Academic Coaches help minimize overload and overwhelm by checking in or nudging students before tasks become overdue. They amplify instructional presence through consistent human touchpoints, preserving faculty bandwidth for high-value interactions and interventions.

For academic leaders, the Academic Coach Model is attractive because it improves student outcomes and returns faculty time to curriculum design, targeted feedback, and synchronous or strategic interventions—while also being a cost-effective model for scaling to meet growing enrollment demands.

Pilot Blueprint for Leaders

  1. Define Scope and Governance —Define expectations and continued course engagement for the Faculty – to preserve faculty final authority and avoid role confusion, clarify Academic Coach responsibilities and limitations (e.g., grade with feedback within 72 hours; coach response within 24 hours), will there be perimeters to when an Academic Coach may be assigned/approved (e.g. course enrollment min. 35-40 students registered, etc.), when Request for Academic Coaches must be submitted (e.g. no later than 14 days before course start date), establish clear escalation protocols – for Faculty, Academic Coach, and Students.
  2. Choosing which Courses to Start — Begin with 2–4 high‑enrollment accelerated courses in programs that show elevated step‑out or retake rates. Prioritize courses where students often struggle to persist or complete on the first attempt. Look for faculty who are open to using Academic Coaches — early adopters can help refine the model and share best practices with peers. Starting with willing faculty and high‑impact courses ensures smoother implementation and clearer data on retention and instructional support outcomes.
  3. Host Faculty Workshops or Trainings (6–8 Weeks Before Launch) — Hold interactive sessions to explain how Academic Coaches work, review best practices, what faculty can and can’t ask them to do, and how to build clear rubrics for consistent grading. Include examples and simple activities to help faculty and coaches stay aligned. Include other staff who could benefit, such as instructional designers.
  4. Operationalize Weekly Cadence:
    1. Pre-Course Conference Call – Schedule a documented conference call before the course begins. Faculty and Academic Coaches should review the syllabus, clarify expectations, and assign responsibilities for grading, discussion facilitation, announcements, and student communication.
    2. Ongoing Coordination – Hold weekly or bi-weekly conference calls between faculty and Academic Coaches to review upcoming assignments, clarify grading expectations, flag at-risk students, and ensure alignment on instructional tasks. These regular and documented touchpoints help maintain consistency, surface issues early, and support a smooth student experience.
  5. Create Student Escalation Pathways — Establish clear, rapid referral routes for students who need support beyond the course — including advising, financial aid, accessibility services, and faculty-led academic interventions. Because Academic Coaches only have access to the LMS and cannot contact other departments directly, escalation must be structured and role-appropriate. Provide coaches with a simple referral protocol, such as a shared form or LMS-linked alert, to flag students who may need additional support. Faculty or designated staff should monitor these flags and initiate outreach through appropriate university systems. In compressed formats, even a 24-hour delay can impact retention, so escalation pathways must be fast, visible, and clearly owned.
  6. Measure and Iterate — Track key indicators such as student engagement, short‑term withdrawal rates, course retakes, and the time faculty reallocate to curriculum development and high‑impact teaching.
    1. Ensure end‑of‑course surveys clearly distinguish the roles and contributions of faculty versus Academic Coaches, so feedback is actionable and role‑specific. 
    2. After each accelerated cohort, review both quantitative metrics and qualitative feedback to refine instructional design, support structures, and operational workflows. 
    3. Use these insights to continuously improve retention strategies and instructional presence across future offerings.

Metrics That Matter to Leadership

  • Engagement: Weekly active users; discussion participation rate; percent of students completing assignments on time; number of late submissions.
  • Operational: Average weekly logins — Students, Academic Coaches, Faculty; Assignment submission patterns; Grading turnaround time; Alerts and risk flags; Support ticketing/case logs (if integrated).
  • Outcomes: Course withdrawal rate for accelerated cohorts; course retakes; course completion rate; average time‑to‑degree for accelerated-program students.
  • Strategic: Faculty‑reported time saved (hours per course per term); Faculty Evaluation of Academic Coach; Net Promoter Score or overall satisfaction for accelerated offerings.
  • Financial: Budget academic coaching as an embedded line item in course cost models rather than as an optional add‑on. Track the cost for using Academic Coaches (Instructional Connections charges a ‘per‑student, per‑course’ fee based on final enrollment after census). For large‑enrollment courses, compare total instructional delivery costs under the Academic Coach Model versus a traditional adjunct model to quantify potential savings. Instructional Connections’ approach can yield reductions of approximately 10–25% in instructional delivery costs.

Closing Recommendation

Accelerated online degree programs can expand access, drive enrollment, and generate revenue — but only when paired with deliberate operational design that acknowledges the format’s inherent fragility. Instructional Connections’ Academic Coach Model strengthens high‑demand, accelerated programs by addressing the structural risks of compressed schedules. The model helps safeguard student momentum, preserve instructional quality, and protect the program’s long‑term viability.

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Beyond the Dashboard: What LMS Data Can’t Tell You Alone

Communication & Collaboration with Virtual TAs and Data

Inspired by “Behind the Clicks” by Mohamad Baba and Masita Misdi, Online Learning Consortium, June 2025

In online education, data is abundant. Every login, click, and video view leaves a trail—one that institutions and faculty increasingly rely on to gauge student engagement. But as Mohamad Baba and Masita Misdi argue in Behind the Clicks, these digital footprints only tell part of the story.

The article challenges a common assumption: that more clicks equal more learning. Instead, Baba and Misdi urge educators to look for patterns—not just presence. A student who logs in daily may be skimming without absorbing, while another who logs in less often may be deeply engaged during each session. LMS data can highlight trends, but it can’t explain them. That requires human insight.

Drawing on Moore’s framework of learner–content, learner–instructor, and learner–learner interaction, the authors emphasize that meaningful engagement is relational. It’s not just about accessing materials—it’s about how students interact with them, with each other, and with their instructors. LMS data can signal when those interactions are strong—or when they’re missing entirely.

But even the most sophisticated analytics can’t replace a well-timed human check-in. As Baba and Misdi note, “Even the smartest algorithms can’t replace a timely message from an instructor that says, ‘I see you haven’t logged in—everything okay?’” That moment of care can be the difference between a student persisting or withdrawing.

This is where human-centered instructional support becomes essential. Faculty teaching online often juggle content delivery, grading, discussion moderation, student outreach, and interventions —all while interpreting engagement data that may or may not tell the full story. What they need is a partner who can help sustain instructional continuity and responsiveness without adding to their workload.

Instructional Connections’ Academic Coach Model was designed to do just that. Academic Coaches (also called Virtual Teaching Assistants or Instructional Associates) work with faculty to support instruction in online courses—helping with grading, monitoring discussions, and addressing student questions to ensure prompt, consistent, and responsive support as students’ needs arise.

For students, this creates additional support within the online course that wouldn’t be available if faculty were the sole point of contact. Academic Coaches are often viewed as approachable, offering students a safe and supportive environment to ask questions or seek clarification they might hesitate to bring up with faculty—particularly when concerned about judgment or misunderstanding.

Embedding this support directly into the course shell allows faculty to concentrate on teaching, curriculum, and outcomes, while students feel recognized and supported throughout their learning. This leads to greater engagement, increased student satisfaction, and better academic outcomes.

And for institutions, the benefits are just as clear: the ability to scale high-demand online programs and courses without overburdening faculty or sacrificing the curriculum’s rigor and quality. Our model maximizes the use of existing faculty and staff while maintaining the human connections that make learning meaningful.

Because behind every click is a student. And behind every student, there should be someone who notices.

Citation:  Baba, M., & Misdi, M. (2025, June 3). Behind the Clicks: What LMS Data Is Really Telling Us About Online Learning. Online Learning Consortium. https://onlinelearningconsortium.org/olc-insights/2025/06/behind-the-clicks/

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How Higher Ed Administrators Can Respond to Declining Enrollment

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Enrollment declines are no longer a distant threat — they’re a current reality reshaping higher education. Even small drops in student numbers can destabilize funding, weaken campus vitality, and hinder long-term progress. As economic pressures grow, colleges and universities must act decisively to stay competitive and relevant.

Unfortunately, higher education has had to grapple with several macroeconomic trends in recent years. These trends include decreasing enrollment, requiring institutions to fight that much harder for the remaining pool of college-bound students. 

Your campus needs to have a plan to counter this trend. If you’re a college administrator, read on to learn what your organization can do to counter reductions in enrollment. 

Context

Many factors are converging to make higher education less attractive for potential students. The first is rising tuition costs. The higher education affordability crisis has dominated the news for years. However, the problem is significantly reducing the number of students considering college in the near future. Recent cuts to federal funding, grants, and shrinking financial aid are likely to exacerbate this affordability crisis, so we don’t expect the issue to resolve on its own anytime soon.

However, this isn’t the only factor impacting enrollment. Perceived diminishing returns on investment, in terms of wages and career stability, are also causing many students to think twice before enrolling. As artificial intelligence dominates the economic and business news, many students are opting for trade schools or apprenticeships over traditional higher education. The prognosis is dire for many institutions; some 20 or so colleges shut their doors in 2024, and the trend shows no signs of abating in the near future. 

In 2024, at least 20 colleges and universities announced closures or mergers, according to higher education analysts—a trend that experts warn may accelerate in the years to come.

How to Respond to Declining Enrollment

Strengthen Student Retention Rate

Even modest improvements in student retention—just 3–5%—can dramatically stabilize enrollment and revenue. Unlike recruitment, which often requires significant investment and lengthy lead times, retention strategies yield faster and more cost-effective returns, directly reflecting an institution’s commitment to student success.

Leading institutions are analyzing step-out and dropout patterns, deploying early alert systems, and prioritizing belonging across all student populations to drive persistence and close equity gaps. Whether supporting first-time undergraduates, returning adults completing degrees, graduate cohorts, or online learners, the most effective strategies combine data-informed interventions with inclusive, proactive engagement. This comprehensive approach ensures that retention efforts reflect the full diversity of today’s student experience—and deliver measurable impact across modalities and life stages.

Retention isn’t just a metric—it’s a reflection of how well your institution supports its students.

Add Additional Offerings 

As the transition from high school to college continues to evolve, so do the expectations of prospective students. Institutions that adapt to these shifting demands—particularly in terms of flexibility, relevance, and support—are better positioned to attract students. Online education, once viewed as secondary, now plays a crucial role in attracting non-traditional learners, including working adults, returning students, and graduate students. These learners increasingly seek programs that align with their life circumstances and career aspirations—and they’re willing to invest in institutions offering hybrid and asynchronous online programs, bridge programs for career changers, veterans, and non-traditional students, microcredentials, and workplace certifications.

According to Ruffalo Noel Levitz’s 2025 report on student success and retention, institutions that expand online offerings while embedding proactive support systems are outperforming peers in both enrollment and completion outcomes. The report emphasizes that today’s students expect personalized, tech-enabled experiences that reflect their diverse backgrounds and learning preferences—making online education not just a convenience, but a strategic imperative.  

A recent 2025 EDUCAUSE CHLOE Report highlights that institutions investing in robust infrastructure and faculty readiness—not just course expansion—are seeing the strongest outcomes in student engagement and retention. The takeaway: scaling online education isn’t just a tech challenge—it’s a strategic, campus-wide transformation.

Improve Faculty Support

Implementing and scaling online education is not a simple plug-and-play solution. It demands deep institutional expertise, cross-functional coordination, and sustained investment. While expanding online offerings is a strategic imperative for enrollment growth and access, the process presents notable challenges—especially for faculty. Faculty, in particular, often face steep learning curves, shifting workloads, and managing increased responsibilities that demand thoughtful support and professional development.

Faculty burnout is a distinct and persistent challenge in higher education, shaped by declining enrollment, reduced budgets, and expanding responsibilities. Burned-out faculty often struggle to manage classrooms, provide meaningful support, and drive student outcomes—making burnout not just a personnel issue, but a strategic risk.

Online education, while essential for access and flexibility, can exacerbate these pressures. Faculty teaching online often face a breakdown in work-life boundaries, with constant digital connectivity, asynchronous demands, and a flood of student communications. Today’s learners—especially those in online environments—are conditioned by the norms of instant gratification and expect rapid feedback, 24/7 availability, and seamless technology experiences. In the absence of established parameters, policies, as well as institutional and instructional support, this dynamic can quickly lead to time poverty and emotional fatigue.

Mitigating faculty burnout is oftentimes easier said than done.  Burnout has numerous causes, and there are many different ways for institutions of higher education to begin to mend burnout amongst faculty. We’ve seen institutions utilize everything from access to mental health support to expanded leave options. 

Addressing faculty burnout requires more than expanding online offerings. Institutions must invest in instructional support systems, technology and course management tools, workload adjustments, and digital norms that safeguard faculty time and well-being. We’ve seen institutions utilize everything from access to mental health support to expanded leave options. Recognizing burnout as a systemic problem is crucial for maintaining both instructional quality and long-term enrollment stability. These can be effective, but the normal wear and tear of teaching in rapidly changing and perplexing environments often continues. Faculty burnout is likely to persist as a central challenge for numerous higher education institutions in the foreseeable future. 

Analyze Student Outcomes

Increasing student proficiency and outcomes is a key counterattack to declines in enrollment and a great way to mitigate the chance of dropout. The better you can support your faculty and the students through their education, the greater the odds that they will remain affiliated with your institution. However, this is oftentimes easier said than done. Complementary resources, such as access to tutoring or mental health resources, are dependent on the student’s choice. While they have their place, they cannot be your fallback for better student outcomes. What then should you do?

Call Instructional Connections! Our Academic Coaches are a vital resource that some of North America’s top universities utilize to enhance faculty work-life balance, support manageable workloads, and add an extra layer of support for students embedded in their online courses. Instructional Connections’ Academic Coaches are proven, well-vetted professionals who assist your instructors of record in managing their online courses. With the support of our Academic Coach, your instructors can delegate some time-consuming, routine tasks in the online environment, enabling them to engage more directly with students and focus on achieving better outcomes.

Academic Coaches are not replacements for faculty—they are a strategic enhancement. When deployed effectively, they maintain academic standards, foster student success, and support institutional scalability.

Get in touch with us today to learn more!

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5 Ways to Make Faculty More Effective

Distance Education Concept. Above top view of female student sitting at desk, writing in notebook, taking notes, using laptop, having online class with teacher. Remote studying from home, quarantine

Faculty in higher education are facing unprecedented demands. Some class sizes may be shrinking, but expectations are growing—especially as technology, campus priorities, and student needs evolve at breakneck speed. Burnout is on the rise, and resources are often stretched thin.

To help faculty thrive in this environment, institutions must rethink how they support effectiveness. At Instructional Connections, we have identified five key strategies to empower faculty and improve outcomes.

1. Embrace Technology Thoughtfully  

Technology can streamline instruction and reduce operational burdens—but only when adopted with purpose. Artificial intelligence, in particular, offers significant transformative potential; however, many institutions lack clear guidance for its implementation. Faculty are experts in their disciplines, not tech rollout. Asking them to lead AI integration without support risks confusion and inefficiency. Institutions must provide policy, direction, training, and tools that make technology an asset—not another stressor.

Equally important is ensuring students understand how to use AI responsibly. Institutions must provide tools, policies, and training that help students leverage technology to deepen their learning—not shortcut it. AI should assist with exploration, practice, and comprehension—not complete assignments on their behalf. Without clear boundaries and ethical guidance, the promise of AI can quickly become a liability.

2. Reduce Routine Tasks  

While routine instructional tasks—such as grading, responding to student inquiries, and posting course announcements—are essential to course operations, they often consume disproportionate amounts of faculty time. These activities, though necessary, are typically procedural in nature and can detract from higher-order responsibilities such as curriculum development, scholarly research, and individualized student mentorship or interventions.

In high-enrollment or multi-section courses, the cumulative time required for these tasks can be substantial. Faculty may find themselves allocating hours each week to repetitive functions that, while important, do not directly advance pedagogical innovation or institutional goals. This imbalance can lead to diminished instructional impact and increased risk of burnout.

Reducing the burden of routine tasks does not imply lowering academic standards or disengaging from the learning process. Rather, it reflects a strategic reallocation of faculty effort toward activities that yield greater educational value.

3. Prioritize Rest and Recovery  

Faculty burnout is no longer a peripheral concern—it is a systemic challenge impacting instructional quality, student outcomes, and institutional stability. Recent estimates suggest that more than half of faculty members report symptoms of burnout, driven by a convergence of factors, including increased workloads, constant digital connectivity, ambiguous expectations surrounding emerging technologies, and the erosion of clear boundaries between work and personal life.

This chronic strain undermines faculty effectiveness and morale, leading to disengagement, reduced innovation, and higher turnover. Institutions that fail to address burnout risk not only diminish academic performance but also reputational harm and long-term operational inefficiencies.

Creating a sustainable campus culture requires more than offering mental health resources or extending leave policies. Faculty effectiveness is inextricably linked to faculty well-being. In 2026 and beyond, institutions must treat rest and recovery not as optional benefits, but as strategic imperatives for academic excellence.

4. Rethink Scale  

Scaling instruction through online education has become a common strategy for institutions seeking to increase efficiency and broaden their reach. While this approach can reduce operational costs and expand access, it is not a panacea. Faculty members tasked with managing hundreds of students across multiple sections often face significant challenges in maintaining instructional quality, providing timely feedback, and fostering meaningful engagement.

The assumption that fewer courses with more students will yield better outcomes overlooks the cognitive and emotional demands placed on faculty. Even when content is standardized and delivery is streamlined, the complexity of managing diverse learner needs, monitoring progress, and sustaining academic rigor remains high.

Institutions must strike a balance between economies of scale and pedagogical integrity. That means designing models that support faculty at scale without compromising the student experience. Ultimately, scale should serve as a tool—not a constraint. When thoughtfully implemented, it can extend institutional impact while preserving the core values of personalized, high-quality education.

5. Leverage Academic Coaches  

In today’s complex instructional landscape, faculty effectiveness depends not only on expertise but also on bandwidth. As demands grow—especially in online programs—institutions must provide scalable, high-quality support that preserves academic integrity and enhances student outcomes.

Instructional Connections offers a proven solution: the Academic Coaching Model. Academic Coaches are qualified subject-matter experts who work under the direction of the faculty to support the management of essential instructional tasks, such as rubric-based grading with formative feedback, answering questions, and posting announcements. 

This strategic delegation enables faculty to focus on high-impact activities, such as course outcomes, curriculum innovation, student interventions, and scholarly research. Rather than replacing faculty, Academic Coaches complement their efforts by reinforcing instructional quality and operational consistency across courses and programs.

Ready to Maximize and Empower Your Faculty?  

In an era where instructional excellence must scale without compromise, Academic Coaches offer a sustainable path forward.

If you are looking to make your faculty more effective, Instructional Connections is here to help. Contact us today to learn how our Academic Coaching Model can transform your online programs.

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The State of Higher Education in 2026

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Higher education is entering a new era. By 2026, institutions will face a rapidly shifting landscape shaped by declining enrollment, changing funding models, and evolving expectations from students and faculty alike. What was once predictable is now fluid. Technologies that seemed futuristic just a few years ago are now embedded in everyday learning environments. To stay competitive, institutions must be agile, responsive, and relentlessly focused on delivering value.

At Instructional Connections, we’ve been tracking the trends—and helping institutions adapt. Here’s what we see coming in 2026, and how forward-thinking leaders can prepare.

Declining Enrollment: A Strategic Wake-Up Call  

Enrollment declines are no longer isolated—they’re industry-wide. Rising tuition costs, uncertain career outcomes, and shifting perceptions of higher education are prompting many to reconsider traditional pathways. The result: tighter budgets, leaner staffing, and increased pressure on institutional planning.

To respond, institutions are:  

– Reimagining their value proposition  

– Expanding programs for adult and non-traditional learners  

– Investing in targeted outreach and retention strategies  

In 2026, enrollment management won’t be just a department—it’ll be a leadership imperative.

Changing Financial Landscape: Doing More with Less  

Federal funding shifts are already underway, and their full impact will be felt in 2026. From student aid to infrastructure support, institutions will need to navigate new constraints while maintaining quality and access.

Expect ripple effects across:  

– Faculty workloads and compensation  

– Hiring and retention practices  

– Program viability and innovation capacity  

Strategic resource allocation will be key. Institutions that can do more with less—and prove their impact—will be best positioned to thrive.

Faculty Burnout: The Crisis We Can’t Ignore  

Faculty burnout has reached critical levels. Larger class sizes, ambiguous expectations, and the rise of AI tools have blurred boundaries and stretched capacity. More than half of faculty report significant stress—and it’s affecting everything from instructional quality to student outcomes.

In 2026, addressing burnout isn’t optional. It’s foundational. Institutions must prioritize faculty well-being through:  

– Clear expectations and support structures  

– Workload relief strategies  

– Professional development and enablement  

Faculty Enablement: The Overlooked Lever  

Faculty enablement is one of the most powerful—and underutilized—tools for institutional success. In complex online environments, faculty need more than encouragement. They need real support.

That’s where **Academic Coaches** come in.

Instructional Connections offers a proven Academic Coaching Model that empowers faculty by offloading routine tasks and reinforcing instructional quality. Coaches assist with:  

– Rubric-based grading and quality, formative feedback  

– Monitoring student progress and activities 

– Posting faculty approved announcements  

– Provide prompt and timely responses to all inquiries and emails

By partnering with Academic Coaches, institutions give faculty the bandwidth to focus on what matters most: teaching, innovation, and student connection.

Looking Ahead  

2026 will challenge institutions to rethink how they deliver education, support faculty, and engage students. But with the right strategies—and the right partners—those challenges become opportunities.

Instructional Connections is here to help. If you’re ready to empower your faculty, strengthen your programs, and lead with confidence, contact us.

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Academic Coaches: The Secret Sauce to Successful and Scalable Online Programs

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In the ever-evolving realm of distance education, the position of the Academic Coach, which may also be referred to as a Virtual Teaching Assistant or Course Assistant, has emerged as a crucial element in delivering successful and scalable programs. These unsung heroes provide essential support to faculty, facilitating the delivery of engaging and extensive online courses with ease. By bridging the gap between students and faculty, Academic Coaches not only enhance student engagement but also facilitate a smoother learning experience for everyone involved. As colleges and universities strive to expand their digital offerings, understanding the strategic importance of these Academic Coaches becomes imperative. Join us as we explore how Academic Coaches are revolutionizing online learning and shaping the future of education. For more detailed insights, visit this guide.

The Role of Academic Coaches

Academic Coaches are pivotal in the online education landscape, providing essential support to both students and faculty. Their roles are multifaceted, with a primary focus on enhancing student engagement and supporting faculty effectively. This section delves into how Academic Coaches fulfill these crucial functions and the impact they have on the educational experience.

Enhancing Student Engagement

Academic Coaches play a significant role in boosting student engagement by fostering strong connections between students and the course material. Engagement is crucial as it directly correlates to student success and retention. By participating in discussion threads and providing timely feedback, coaches ensure that students remain actively involved in their learning process.

Moreover, coaches help students make meaningful connections with the content, enhancing their understanding and interest. This human interaction often translates into higher motivation levels and improved academic outcomes.

Real-world examples highlight how coaches encourage participation. A study involving online courses revealed that students who interacted regularly with coaches had higher engagement levels. Research about student perceptions can be found in this white paper.

Supporting Faculty Effectively

Supporting faculty is another critical responsibility of Academic Coaches. They assist with grading, manage discussion threads, and address student inquiries, allowing faculty to focus on curriculum delivery. This collaborative approach ensures that the faculty of record can dedicate more time to course oversight, outcomes, interventions, and strategic planning.

Academic Coaches are trained to maintain compliance with educational standards and use Learning Management Systems (LMS) efficiently. This comprehensive preparation enhances faculty support and contributes to a streamlined educational process.

A case study from online programs showed that faculty members with Academic Coaches experienced a significant reduction in administrative burdens. As a result, they could concentrate more on teaching and less on administrative tasks. For additional information, please refer to this research.

Benefits of Scaling with Coaches

Scaling online programs effectively is a significant advantage of implementing and using Academic Coaches. They enable institutions to manage increasing student numbers without compromising quality. This section examines how coaches facilitate the scaling and management of large online courses, ultimately improving overall program success rates.

Managing Large Online Courses

Managing large online courses presents significant challenges, but Academic Coaches provide an effective solution by preserving the quality of education and enhancing student interaction. They facilitate the division of one large course into smaller, more manageable groups under the guidance of a single faculty member.

  1. Coaches are assigned to specific student groups for the entire duration of the course, working under the close supervision of the faculty of record.

  2. They efficiently handle grading, provide timely feedback, and address inquiries promptly, ensuring that no student feels neglected or is left waiting for a response for days.

  3. This approach creates a small classroom atmosphere for the students, preventing them from feeling overwhelmed or lost among a large number of classmates.

  4. By effectively managing these groups, coaches help maintain a cohesive and supportive learning environment.

  5. With the faculty overseeing the Academic Coaches, grading can be closely monitored to ensure alignment with the faculty’s expectations, thereby maintaining consistent grading standards for the entire cohort.

This structured approach enables educational institutions to accommodate more students without compromising the quality of education, maximizing their faculty resources. Efficient course management becomes achievable, often resulting in increased student satisfaction.

Improving Program Success Rates

Academic Coaches significantly influence program success rates by providing targeted support to students and faculty. Their involvement often leads to higher course completion rates and improved student satisfaction. Success is often measured by a student’s ability to achieve their academic goals, facilitated by the guidance of their coaches.

In practice, programs that integrate Academic Coaches experience a noticeable improvement in graduation rates. Students report feeling more supported, which contributes to their overall success and motivation to complete courses.

Data-driven insights from various studies confirm that Academic Coaches have a positive impact on student retention and completion rates. Implementing these practices can yield substantial benefits for both educational institutions and their students.

Measuring Coaching Impact

Evaluating the impact of Academic Coaches is crucial for understanding their role in educational success. Institutions typically gauge their effectiveness through student feedback, course completion rates, and faculty satisfaction. Feedback is collected through surveys and evaluations conducted at the end of each course.

  1. Student feedback offers insights into the coach’s effectiveness in enhancing the learning experience.

  2. Course completion rates provide quantitative data on the coach’s impact.

  3. Faculty satisfaction surveys assess the support that coaches offer.

By continuously analyzing these metrics, institutions can refine their curriculum and delivery strategies while upholding the highest educational standards. Ongoing enhancements to online education practices are vital for successful scaling and improved student outcomes.

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Three Major Causes of Faculty Burnout

Burnout is the word on every tongue in 2025. Gurus of self-care extoll us to practice self-care specifically to mitigate burnout on social media platforms, oftentimes with the goal of selling us quick and simplistic fixes. Employers seek to prevent burnout among their workforce by providing increased access to support resources, often with limited effectiveness. 

Clearly, burnout is a significant contributor to dissatisfaction and employee turnover in the American workforce, and higher education is no exception.

The challenges posed by burnout in higher education are unique. The loss of a qualified instructor or a decrease in student outcomes is a risk that an institution of higher education just cannot afford. However, the causes of faculty burnout are complicated and involve a myriad of factors. Instructional Connections explores the causes of faculty burnout and what institutions of higher education can do to mitigate or even reverse its effects. 

1. Uncertainty

The modern age is nothing if not uncertain. Across various industries, business and community leaders are assessing the evolving situation and seeking to determine the best way to position their sphere of influence for optimal results. Higher education, in particular, is a uniquely situated industry. The political and economic uncertainty that has become the prevailing theme of 2025 is particularly pronounced within higher education circles. New legislation concerning institutions of higher education, as well as media controversy surrounding campus decisions, can all contribute to an increased sense of stress among faculty members and administrators.

Additionally, budgetary concerns have a significant impact on many faculty members. Funding cuts, grant loss, and stricter review due to budget size all negatively impact many course leaders. This sense of palpable uncertainty and listlessness leaves a mark on campus instructors and exacerbates burnout. The political and funding landscape may change for better or worse, but the damage is certainly not going anywhere in the short term. Administrators should not expect positive changes to reverse this feeling of uncertainty in the meantime. 

2. Evolving Technology 

Every new technological medium comes with a learning curve. This was as true of the printing press as it was of the Internet. In the same vein, instructors will need to invest some hours to become proficient in a new technology to remain relevant to their students. While this has always been the case, generative AI, in particular, poses unique challenges. Many instructors are now finding themselves at the forefront of the collision between generative AI and higher education, often without much AI experience of their own. Instructors are now spending more time on plagiarism checks, revising lesson plans to accommodate shorter attention spans, and struggling to incorporate AI into their courses. What’s more, they often confront these challenges without much guidance or framework from their institution of higher education. The technology of AI has progressed much more quickly than the campus bodies that guide institutional policy on its use. 

This tension between confronting AI in the classroom and doing so without much institutional support can be a massive catalyst for burnout. Administrators must do everything in their power to support faculty members as they navigate the evolving world of AI.

3. Increasing Class Size

The shift to online education has massively increased the number of students that many instructors teach in any one course. While new technologies supposedly make instructors more efficient, the increasing number of students in any one course is accompanied by a parallel rise in routine maintenance work. With each additional student, the number of emails, questions, and papers to grade rises. Faculty members can do their best to keep up, but there is only so much they can do to support their students. 

Support and technological advancements can help, but many faculty members still struggle to keep pace with the increasing class sizes. There is no one-size-fits-all model for solving this conundrum, but administrators would do well to be aware of the impacts of increasing the student-to-instructor ratio before it’s too late. 

Prevent Burnout With Instructional Connections

Faculty burnout can have serious consequences and dramatically impede student and campus outcomes. Administrators should work to address burnout within their departments as soon as possible. There are several methods that campuses should consider deploying. 

  • Monitor Classroom Size: The ideal number of students per instructor varies by department, but administrators should still be aware of and monitor classroom size for sudden spikes. 
  • Offer Artificial Intelligence Upskilling: Access to training and educational resources can mitigate burnout and frustration with unfamiliar technologies. 
  • Address Funding Uncertainty When Possible: While this may be easier said than done, administrators should strive to be open and honest with faculty members about financial and grant funding. 

While these are all noble initiatives, institutions may need to offer additional course support to reduce faculty workload. The Academic Coach model from Instructional Connections is one research-proven method for improving both faculty satisfaction and student outcomes. 

Our Academic Coaches are experts in their field with years of experience. By deploying Instructional Connections Academic Coaches, institutions of higher education offer their instructors additional support. 

The addition of the Academic Coach allows routine tasks like grading, course maintenance, and student correspondence to be taken off the instructor’s plate. This, in turn, will enable instructors to focus more on higher-level work and strategic initiatives. Call now to discuss our Academic Coach model and how it can help reduce faculty burnout at your institution.

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Recognizing the Signs of Burnout in Higher Education

The consequences of burnout in faculty members can be disastrous for institutions of higher education. Study after study has found that burnout has a massive impact on employee satisfaction, motivation, work outcomes, and life satisfaction. 

These consequences do not merely impact an employee’s quality of life; often, the employee’s satisfaction flows downstream to the organization as a whole. This can affect profit and business outcomes, but the results are even more dire in higher education. Burnout may affect the bottom line of a for-profit business; in a higher education setting, it could affect the lives of students for decades to come.

While “burnout prevention” has become something of a buzzword in professional settings, most institutions struggle to recognize the signs of burnout within their faculty members and administrators. Too many institutions treat burnout as a problem that can be solved by access to support. 

While work-life balance and access to mental health care can mitigate burnout, it is crucial that institutions identify the symptoms of burnout in their faculty members and address them accordingly, for the benefit of both their campus and individual students. Instructional Connections shares a view of what burnout can look like in faculty members and administrators, as well as what can be done to mitigate or even reverse it. 

Causes and Symptoms of Faculty Burnout

Many of the symptoms of faculty burnout will be comparable to burnout in any other professional position. Keep an eye out for:

  • Increased Sick Time
  • Decreased Efficacy
  • Worsening Student Outcomes
  • Feelings of Cynicism in the Workplace
  • Distancing From Professional Responsibilities

However, while it can be helpful to look for the same symptoms of burnout one might expect in any other profession, institutions of higher education would do well to do more than merely graft a list of symptoms onto higher education. The struggles of course instructors might be similar to those of other professions, but they will also be distinctive and caused by specific factors not present in different settings. We encourage colleges and universities to identify some of the more unique causes of burnout on their campuses and address these growing sources of discontent.

Lack of Work-Life Balance

Online education has allowed students and instructors some more flexibility, but it has also eroded the boundaries between work and home. More and more instructors find themselves answering emails, IMs, and queries at all hours of the day, which can lead to a sense of being “always on,” a key leading indicator of burnout risk. 

Overly Challenging Student Care

Instructors oftentimes find themselves taking an encouraging and almost mentor-like role in the teacher-student relationship. This can certainly enhance student outcomes, but if the pressures of student care become too great, this dynamic can expedite faculty burnout. Declining student mental health has placed more pressure than ever on instructors, and many report spending more time addressing student emotions and behavior than previously required. 

Causes of Administrator Burnout

Many of the same symptoms of burnout can be detected in administrators. However, the following risk factors for burnout are signs of growing burnout risk in administrators. The following phenomena all put administrators under stress, stress that can increase their risk of burnout and threaten their effectiveness in the workplace. 

Job Creep

Departures, unfilled positions, and impromptu initiatives can all fall on the shoulders of administrators. Busy administrators now find themselves fulfilling multiple duties, often to the detriment of the campus. This can impact faculty members, but the risks are more acute for administrators. For a short period, additional roles and responsibilities may be no more than a temporary challenge. However, if temporary support systems become permanent, the risk of burnout can rise tremendously. 

A Challenging Time Period

Declining student enrollment, heightened scrutiny from alumni of charitable giving, and a complex international student situation all make 2025 a challenging year for higher education. These stressors might reach faculty members, but they have an even greater impact on administrators. Your administrators may find themselves struggling to secure funding and donations, investing time in programs for campus enrichment and community engagement, and striving to avoid unwanted media attention in today’s divisive political environment. The never-ending cacophonies of threats can increase feelings of hopelessness, a key risk factor of burnout. 

Call Instructional Connections 

The higher education landscape will likely remain a challenging one for the near future, as policies, enrollment, and classroom technology continue to fluctuate. To mitigate the risk of faculty burnout and enhance your student outcomes, turn to Instructional Connections! Our Academic Coach model has been proven to enhance student and faculty satisfaction, as well as improve student outcomes. 

Our experienced Academic Coaches work alongside your instructor and support them in tandem to help facilitate learning. Everything, from routine correspondence to class announcements and grading, could be handled by the Academic Coach, allowing the instructor to focus on other pursuits. If you’re interested in learning more about the Academic Coach model and how it can reduce faculty burnout, call Instructional Connections today! 

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How AI Can Exacerbate Faculty Burnout & What To Do About It

The massive explosion of generative artificial intelligence can truly be likened to something of a modern space race. Industry after industry is seething with the unrealized potential that gen AI promises. 

Professionals recognize the need to leverage artificial intelligence for optimal results in both their organizations and their careers, yet few know how to do so successfully. These pressures can exacerbate existing stressors, and these can be especially pronounced within higher education. Burnout has long been a problem that plagues higher education, and the addition of artificial intelligence could supercharge that issue. 

To improve student outcomes and maintain high-quality learning environments, institutions must understand how AI can exacerbate faculty burnout and take steps to address it. Instructional Connections shares some thoughts on how to do just that. 

The Burnout Problem Pre-AI

Artificial intelligence may be a unique contributor to faculty burnout, but it is not the sole cause. Low pay, growing class sizes, funding uncertainty, and long hours have all contributed to burnout amongst faculty. By some estimates, well over 50% percent of faculty have experienced some symptoms of burnout. 

The move to online education for many institutions was once heralded as a solution for burnout.  Theoretically, there should be an increased work-life balance when teaching remotely. Unfortunately, for many instructors, online education has merely exacerbated the problem of burnout. Digital tools like email, Slack, Teams, and various file-sharing platforms have not necessarily led to increased efficiency. What they have done, however, is erode the wall between home and the professional sphere. The vast majority of instructors find themselves answering pings and emails after hours, which contributes to a feeling of being “always on the clock,” a key indicator of burnout risk. 

This problem existed before the advent of artificial intelligence, but the AI revolution is poised to exacerbate these preexisting conditions to an unimaginable extent. 

Lack of Standards

As with any new technology, adoption typically outpaces the development of regulatory frameworks. Institutional policies for higher education can be notoriously lagging when it comes to current technology, and artificial intelligence appears to be no exception. This has dire consequences for instructors seeking to regulate the use of AI in their courses and effectively implement it. Research in burnout prevention has long noted a connection between feelings of a lack of control and burnout. A lack of clear standards in AI can certainly cause feelings of resignation.

Pressure To Innovate

Many faculty members recognize the need to incorporate AI into their lesson plans. Indeed, many institutions of higher education are actively encouraging them to do so. There can be no doubt that many faculty members are integrating generative artificial intelligence into their curriculum, and some are doing so quite successfully.

However, the crossroads of a traditional higher education course and generative AI are not without pressure. Successfully revising lesson plans to utilize artificial intelligence does come with some time on the part of instructors, hours that may be in short supply. This also assumes that the instructor in question is AI-literate enough to plan accordingly. This can be incredibly frustrating for many faculty members. In these use cases, the inclusion of generative AI may be beneficial for students, but it is paradoxically unlikely to save the instructor any time. Quite the opposite, in fact. 

Increased Plagiarism Risk

Plagiarism has always been a concern and something to be aware of. However, generative AI injects a level of uncertainty into plagiarism policy that few instructors are prepared for. Instructors now find themselves spending more time reviewing student content than they ever have in the past. AI plagiarism checkers can be helpful, but they are not flawless. Many AI plagiarism checkers are imperfect, and the instructor’s job is thus complicated by a lack of quality tools for mitigating plagiarism. 

What Institutions Can Do 

Institutions of higher education must act promptly to prevent burnout and maintain their instructors’ satisfaction and efficiency. 

  • Offer Upskilling: AI is here to stay. Colleges and universities can at least offer training around AI to upskill faculty members.
  • Define AI Policy: A clear and consistent acceptable use policy for AI is essential for any institution in 2025. 
  • Dedicate Resources: While imperfect, educational resources on AI for further education, as well as licensed and effective AI fact-checkers, can be a helpful first step. 
  • Invest in Support: Quality support can go a long way in mitigating feelings of helplessness and increasing work satisfaction. While wide-ranging, administrators would do well to focus on support mechanisms that will help faculty members regain work-life balance. 

If you’re interested in reducing faculty burnout, contact Instructional Connections to learn how our Academic Coach model can save your faculty members time and improve both instructor and student outcomes!