EmpatiQ Campus brings AI conversation practice into university and academy programs. Faculty start with their curriculum and learning objectives. Students practice with fictional counterparts, and instructors can review the work learners complete.
The starting point is a practical teaching question: which conversation does a student need to handle, and what should they demonstrate in it?
Build around the curriculum
Campus is designed for programs where conversation is part of professional practice. The same platform can support different disciplines because the teaching objective, scenario, and review criteria come from the program.
In psychology programs, a module might focus on an initial interview, rapport, or responding to hesitation. A student can practice checking a concern before moving to an interpretation, then review the exchange with faculty.
In law schools, a module might focus on client interviewing. A student gathers facts, checks the client's priorities, and distinguishes established information from open questions. Legal content and professional expectations remain the responsibility of the teaching faculty.
In criminal justice programs, a module might focus on interviewing, active listening, or de-escalation. The instructor defines the learner's role, the relevant course protocols, and the decisions the scenario should elicit.
These are examples of course design, rather than reports of outcomes from a particular institution.
Give individual practice a place in the course
Consider a law school class preparing for a first client interview. Faculty teach a method, introduce a common fictional fact pattern, and define the interview's purpose. Each student then has an opportunity to conduct an attempt with an AI counterpart.
The counterpart may correct the student's initial understanding of what the client wants. That creates a reviewable moment: did the student notice, check the correction, and adjust the interview?
Individual attempts give a seminar concrete material to discuss. Students can explain their decisions, compare selected exchanges, and identify a goal for the next attempt. Faculty can connect that discussion back to the method taught in class.
Review progress and performance separately
Campus connects practice with progress and results for instructors. A record that a student completed an exercise answers one question. Whether they demonstrated the intended skill requires a review of their performance.
Course review can involve written reflection, instructor feedback, or an AI debrief. When generated feedback is used, faculty can check whether it accurately cites the conversation and applies the program's criteria.
For an interviewing exercise, those criteria might include explaining the meeting's scope, asking relevant questions, checking priorities, and producing an accurate summary. The law school module guide provides a more detailed example.
Start with a focused module
A first module needs a clear objective, a fictional scenario, a short rubric, and a plan for debriefing. Faculty can try the exercise, check the counterpart's behavior, and review the feedback before deciding how it fits into the course.
A useful pilot also asks whether the task fits students' current level and whether the review evidence is useful to the instructor. Those findings guide revisions to the scenario and teaching approach.
Campus is offered through institution-funded cohort and annual licenses. The scope should follow the program's teaching needs and review capacity.
Explore EmpatiQ for universities or talk with us about your curriculum.