Higher Ed AI Playbook
Higher Ed AI Playbook, B. Tyler Walsh, J. Woodrow Fife, Brett PollakStrategies for Colleges, Universities, and Schools on the Rise.
| Platform |  | Pricing | Freemium | Publishes | Weekly |
|---|---|---|---|---|---|
| Issues | 39 | Founded | 2 years ago | Last Issue | 4 days ago |
| Active | |||||
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higheredaiplaybook.comLatest Issues
You’ve Trained the AI Champions. Who Can They Reach?
A departmental pilot can reveal who has a practical route to AI learning—and who still needs one.
One participant in a recent campus conversation could picture leading an AI workshop for their own team. What they could not picture was whic...
5 Common AI Objections on Campus—and How to Handle Them
What a conversation with campus facilitators taught me about responding to concerns—and helping colleagues take a next step they can stand behind.
During a session I led for campus colleagues preparing to facilitate AI workshops, a partici...
Who Owns the Work After the AI Workshop?
A pilot becomes a peer network. Peer leadership creates new work. Your next AI decision belongs in the workload plan.
When I interviewed Lee Frankel-Goldwater at CU Boulder on October 2, one detail stood out: people who had participated in...
234 Campus AI Examples. The Patterns Behind the Programs.
A thematic look inside Statehouse to Campus: Shared access, structured practice, and human support—and what each asks of the institution.
Statehouse to Campus now contains 234 campus-practice records. Read across them and three implementat...
3 Questions to Bring to Your Next AI Meeting. A Walk Through Statehouse to Campus.
What applies to us? What can we learn from a peer? What evidence would justify our next commitment? A visual guide to turning the tracker into useful institutional work.
An AI proposal reaches the provost’s office with a familiar sentence:...
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| Subscribers | Engagement | 76 | Monthly Web Visits | ||
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Authors
The writers behind this newsletter.
I’m Aviva Legatt, and I’m interested in the harder questions AI is raising for higher education—not just what the technology can do, but what it means for how students learn and how institutions respond.
I write about how education, technology, public institutions, and social systems shape human possibility—especially for people those systems too often overlook.
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