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Campus Setup

1
  • How to Set Up Your First Study Hall

Phase 1: Build Your Community Library

3
  • TS YouTube Title and Thumbnail Formula
  • TrainingSites Client Questions
  • TrainingSites Brand Details

Phase 2: Launch Your First Cohort

10
  • VIBE Course Creation Prompt
  • Real Life Situations and Scenarios
  • Perplexity Research Course Finished Response
  • Generic Master Course Prompt
  • DeepResearch Course Finished Report
  • Deep Research Course Task Request
  • Create Authentic Course Content
  • Create A Course With 3 Prompts
  • Course Research and Braining Storming Prompts
  • Convert Transcripts Into Course Content ChatGPT o1

Phase 3: Scale & Automate Your Campus

4
  • YouTube Newsletter Notification App AI Business Uses
  • Rethinking a education business in the ai age.
  • FRAMEWORK: T.A.C. – Teach, Apply, Coach
  • 100 Vibe Coding Ideas For Online Course Creators

Anthropic/Claude Tools

1
  • How To Prompt A New Skill For Claude

OpenAI/ChatGPT Tools

3
  • OpenAI ChatGPT Atlas Browser Hacks For YouTube
  • How Edupreneurs and Small Business Can Compete With Apps In ChatGPT
  • How ChatGPT and Apps In ChatGPT Will Change Learning

AI Automation & Workflows

8
  • FRAMEWORK: (SPARK) Turn Video Courses Into Mini-Apps
  • FRAMEWORK: (SOWHAT) How To Weed Out AI Tools
  • Claude MCP Integration with TrainingSites
  • Claude Connectors – MCP for regular people!
  • ChatGPT Tasks – AI Agents That Create Content From Your YouTube Videos
  • AI Engine ChatBot Prompt
  • AI Agents Task Lists
  • 100 Concrete AI Agent Ideas for Course Creators & Educators

Prompt Library & Frameworks

53
  • đź§  Prompt Like a Boss: Expanded Vocal Prompting Cheat Sheet
  • YouTube Video Template
  • YouTube Transcript Formatter – To Support Video
  • YouTube Transcript Formatter
  • YouTube Title and Thumbnail Special Instructions
  • TEACH Framework: With Examples
  • TEACH Framework: Basics
  • Social Media Creation Prompts
  • Sales Page Prompt Generator for Free Member Offers
  • Sales Copy Prompts
  • Prompts To Create Your Personal Teaching Style and Video Profile
  • Prompts To Create Your Default Context Profile
  • Perfect Course Audience Prompt
  • OpenAI Image Generation Tips
  • My Course Syllabus Prompting System
  • Mini-Course Transcript Converter
  • Master Lesson Text Prompt
  • How To Use A Prompt that Creates The Best Prompt
  • Glasp.co YouTube Summary Prompts
  • Getting Started Intro Lesson Text Prompts
  • Generic YouTube Prompts
  • General Prompts
  • General Blogging Prompts
  • Gemini 2.5 Pro Title & Text Generator – Market Specific
  • GEAR Prompt Template Library
  • GEAR Phrases
  • GEAR Framework with ACR Integration
  • GEAR Framework Checklist
  • GEAR Framework Applications for Side Hustle Tasks
  • From Youtube Videos
  • FRAME: Turn ANY Topic Into A Framework
  • Create A MindMap File Prompt
  • Course Research to MindMap Prompts
  • Converty Competitors Youtube Videos Into MindMaps
  • Convert YouTube to Blog
  • Conversational Clean Up Prompts
  • Conversational AI Use Cases
  • Content or Topic Authority Map
  • Community Building Prompts
  • Client Profile Prompts
  • ChatGPT Prompt Styles: Definitions and Examples
  • AI Prompts For Youtube and Course Videos
  • AI Prompts – Getting Started
  • AI Powered Self Assessments – Gemini
  • AI Powered Self Assessments – Claude
  • AI Powered Self Assessments – ChatGPT
  • 5 Weird Conversational Prompts To Use
  • 5 AI Prompts for Simplifying Course Content
  • 20 Prompts To Create Content For YouTube Videos
  • 20 Online Course Creation Prompts with Simple and Complex Examples
  • 15 Advanced Business Conversations
  • 10 Ways To Use Gemini 2.5 Pro with Multimodal Inputs
  • 10 General Purpose Marketing Task Prompts

Content Creation & Marketing

4
  • YouTube Thumbnail Strategies
  • YouTube Shorts Basics
  • Text For Video Titles and Scripts
  • Default YouTube Settings

Campus Technical Setup

57
  • Your Campus Communication Dashboard: FluentCRM Overview
  • Understanding Individual Campus Member Profiles
  • Understanding Campus Member Messages in TrainingSites
  • Understanding Activity Feeds: The Heart of Your Study Hall
  • TutorLMS Integration – Connecting Campus Communications with TutorLMS
  • TrainingSites Campus Global Settings Overview
  • Teaching Study Hall Privacy: Public, Private, and Secret Settings
  • Teaching Study Hall Member Management: Roles, Invitations, and Access Control
  • Teaching Members to Join Learning Paths: Participation Management
  • Study Hall Post Sorting Options: Helping Members Find What Matters
  • Study Hall Navigation Links: Organizing Your Campus Experience
  • Study Hall Membership Invitations: Growing Your Community Strategically
  • Study Hall Document Library: Organizing and Sharing Resources
  • Setting Up Your First Campus Communication (Bulk Message Campaign)
  • Providing Downloadable Resources in Lessons: File Management
  • Primary Workflow Triggers for Campus Automation
  • Personalizing Campus Messages with Smart Codes
  • Personalizing Campus Communications with Merge Tags
  • Managing Your Campus Members: The Contacts Dashboard
  • Managing Your Campus Member Database
  • LMS Triggers for Student Journey Workflows
  • LMS Actions for Course Automation
  • LifterLMS Integration – Connecting Campus Communications with LifterLMS
  • Learning Path Privacy Settings: Teaching Members Access Control
  • LearnDash Integration – Connecting Campus Communications with LearnDash
  • Introduction to Student Journey Workflows
  • Introduction to Campus Automation: Teaching That Happens While You Sleep
  • Import Campus Members into Your TrainingSites Campus
  • How to Set Up a Study Hall for Your Campus Members
  • How to Segment Your Campus Members with Lists, Tags, and Dynamic Segments
  • How to Install and Activate FluentCRM for Your Campus
  • How to Add and Manage Campus Members in FluentCRM
  • Handling Comments and Reactions: Building Conversations in Study Halls
  • Guide Your Members: How to Set Up Their First Study Hall
  • Editing and Deleting Study Halls: A Complete Management Guide
  • Creating Student Journey Workflows and Using the Editor
  • Creating Reusable Message Templates for Your Campus
  • Creating Knowledge Assessments: Teaching Members to Build Quizzes
  • Creating Custom Member Data Fields in Your Campus
  • Creating Campus Enrollment Forms with Fluent Forms
  • Creating and Managing Posts: The Foundation of Study Hall Engagement
  • Creating and Managing Polls: Drive Quick Engagement in Study Halls
  • Creating and Managing Learning Paths in Your Campus
  • Composing Campus Member Messages in TrainingSites
  • Campus Member Statuses – Managing Active and Inactive Members
  • Campus Member Segments – General & Dynamic Targeting
  • Campus Communication Templates – Reusable Message Designs
  • Campus Communication Campaigns – Broadcasting to Members
  • Campus Communication Actions in Student Journey Workflows
  • Campus Automation Triggers: When Your Teaching Automations Start
  • Building and Editing Campus Automations
  • Advanced Member Filtering: Finding Exactly the Right Students
  • Advanced Filter – Finding Specific Campus Members
  • Adding Resource Links to Learning Paths: Navigation Enhancement
  • Adding Custom Links to Study Halls: Connect External Resources
  • Activity Feed Views: Teaching Members to Navigate and Engage
  • Abandoned Cart Recovery for Course Sales

Case Studies & Examples

7
  • Pickleball APP Onboarding
  • MyPickleball Friends Keywords
  • My Pickleball Friends Basics
  • MPF Topical Authority Map
  • MPF Facebook Intro Snippets
  • Marketing Strategy
  • Marketing Email & Copy

Teaching Online with AI — FAQ

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?

Getting Started

2
  • Dashboard Quickstart
  • CAMPUS TOUR

S1: Getting Started with AI as an Educator

100
  • Will AI lower the price that people are willing to pay for online courses?
  • Will AI eventually replace online educators and course creators?
  • Why would someone join a live community when they can just ask ChatGPT?
  • Why would I use AI for research when I can just Google something?
  • Why use AI for email writing when I already have a template folder?
  • Why does AI sometimes say things that sound real but are completely made up?
  • Why does AI sometimes give confident but completely wrong answers?
  • Why do some AI answers feel so human while others feel obviously robotic?
  • Why do educators need to understand how AI works even if they only use it as a tool?
  • Why do different AI tools give different answers to the same question?
  • Why do AI tools keep improving so quickly compared to other software?
  • When should I use Google instead of asking an AI tool?
  • When is it faster to use a traditional tool versus going to AI?
  • What’s the best time of day or workflow moment to start practicing with AI?
  • What types of online courses are most at risk of being replaced by AI?
  • What skills will still be valuable for educators to have in five years given AI?
  • What should I tell my students when they ask me what AI is?
  • What should I not use AI for when I’m just starting out?
  • What should I actually try doing with AI in my first week to get comfortable?
  • What makes AI more useful than a pre-made template library?
  • What is the simplest task I can use AI for right now without any training?
  • What is the one thing about AI that most non-technical educators fundamentally misunderstand?
  • What is the main workflow difference between using AI and using traditional research tools?
  • What is the main advantage of AI over a YouTube tutorial for learning something new?
  • What is the fastest win I can get from AI in my teaching business this week?
  • What is the difference between the web interface for AI and the mobile app?
  • What is the difference between AI and machine learning and automation?
  • What is the case for investing in a community-based teaching model over solo courses?
  • What is the biggest threat AI poses to the online education industry?
  • What is the biggest mistake beginners make in their first week using AI?
  • What is the best AI tool to start with as a complete beginner?
  • What is one thing AI does that no other tool I currently use can match?
  • What is AI in simple terms for someone who isn’t tech-savvy?
  • What is a realistic expectation for what AI can do for me in my first month?
  • What is a prompt and why does wording it carefully matter?
  • What happens if I ask AI a really dumb question — will it judge me?
  • What evidence is there that human educators are thriving even as AI gets better?
  • What does transformation require that AI cannot provide?
  • What does it mean when people say AI was trained on data?
  • What does it mean when an AI has a knowledge cutoff date?
  • What does it mean that AI is a probabilistic tool rather than a deterministic one?
  • What does AI do better than Grammarly for editing my writing?
  • What does a large language model actually do when I type a question into it?
  • What do my students want from me that AI cannot give them?
  • What do human educators offer that AI genuinely cannot replicate?
  • What can AI do that Word and Google Docs can’t?
  • Should I write my prompts like a search query or like a sentence to a person?
  • Should I stop using Google now that AI tools exist?
  • Should I start with the free version of an AI tool or pay for the premium tier?
  • Should I replace my current tools with AI or add AI on top of them?
  • Should I be taking notes on what works and what doesn’t as I experiment with AI?
  • Should I be adding AI features to my course or avoiding them entirely?
  • Is using AI for lesson planning any better than using a Word document outline?
  • Is there a safe way to test AI on real course content without publishing anything?
  • Is there a risk that AI will start giving me personalized answers based on my history?
  • Is the AI I’m using storing my conversations and learning from them?
  • Is personal coaching still worth paying for when AI can give advice instantly?
  • Is live facilitation more or less valuable now that AI exists?
  • Is it naive to build a teaching business right now when AI is advancing so fast?
  • Is fear of AI replacement something I should discuss openly with my students?
  • Is ChatGPT the same thing as AI, or just one type of AI?
  • Is AI just a smarter version of the spellcheck I already use?
  • Is AI better at summarizing documents than reading them myself?
  • If AI can answer any question instantly, why would anyone pay to learn from me?
  • How will I know when I’ve moved from beginner to actually comfortable with AI?
  • How much does AI actually understand context from earlier in a conversation?
  • How long does it typically take to feel comfortable using AI as an educator?
  • How is talking to AI different from searching a forum for answers?
  • How is ChatGPT different from just doing a Google search?
  • How is AI writing different from just using a content template?
  • How is AI different from a search engine like Google?
  • How does human accountability differ from AI-generated feedback?
  • How does an AI chatbot compare to a knowledge base or FAQ system?
  • How does AI handle tasks like scheduling or organizing compared to tools I already have?
  • How does AI handle real-time information compared to tools I already use?
  • How does AI compare to Canva for creating educational visuals?
  • How do I use AI in my teaching in a way that makes my students value me more, not less?
  • How do I talk to potential students about AI without undermining my own value?
  • How do I stay relevant as an educator when my subject matter keeps changing because of AI?
  • How do I sign up for ChatGPT or Claude without doing something wrong?
  • How do I save or organize the AI responses that are actually useful?
  • How do I reframe my value as a teacher in a world where AI knows everything?
  • How do I practice using AI without it interfering with my actual work?
  • How do I know if I am using AI effectively or just wasting time with it?
  • How do I figure out whether the AI output is good enough to use or needs editing?
  • How do I explain to my students or colleagues that I’m starting to use AI?
  • How do I decide which existing tools to keep and which ones AI can replace?
  • How do I build on what AI gives me instead of just accepting whatever it says?
  • How do I avoid the trap of using AI for everything once I discover how powerful it is?
  • How do companies like OpenAI, Google, and Anthropic make money from AI?
  • How confident should I be that an AI answer is accurate before I use it in my teaching?
  • How can I compete with free AI tools that seem to know everything?
  • How are other educators dealing with the anxiety around AI replacing their work?
  • Does AI actually understand what I’m asking, or is it just pattern matching?
  • Can I break something or cause a problem by experimenting with AI?
  • Can AI think for itself, or does it only repeat things it has seen before?
  • Can AI replace the relationship between a mentor and a student?
  • Can AI replace the note-taking apps I already rely on?
  • Can AI make decisions on its own, or does it always need a human prompt?
  • Can AI do things that my existing course platform tools can’t do?
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  • Home
  • Document Library
  • Campus Technical Setup
  • How to Set Up a Study Hall for Your Campus Members

How to Set Up a Study Hall for Your Campus Members

Analisa
Updated on January 21, 2026

A Study Hall is a focused learning space where your campus members can connect, share insights, ask questions, and engage in meaningful discussions around specific topics or cohorts. Think of it as a dedicated room in your Personally Branded Campus where learners gather around shared interests—whether that’s mastering a specific skill, working through a program together, or building peer accountability.

This guide will walk you through setting up your first Study Hall and configuring it to maximize engagement and learning outcomes for your members.

Why This Matters for Your Campus

Study Halls are the foundation of engagement in your Personally Branded Campus. Unlike static courses where students passively consume content alone, Study Halls create active learning communities where:

  • Members stay engaged through peer interaction and discussion (boosting completion rates by 3-4x)
  • Learning accelerates when members teach each other and share real-world applications
  • You facilitate instead of lecturing – your members do the heavy lifting while you guide
  • Accountability emerges naturally through visible participation and peer support

For 45+ course creators transitioning from traditional courses to community-led campuses, Study Halls represent the shift from “content delivery” to “learning facilitation.” Your role changes from creating endless video lessons to creating spaces where transformation happens through connection.

Before You Begin

You’ll need:

  • Access to your WordPress dashboard where your campus platform is installed
  • A clear idea of what topic or cohort this Study Hall will serve
  • Basic understanding of who you want to participate (all campus members, specific groups, or invitation-only)

Setting Up Your First Study Hall

Step 1: Access Your Campus Dashboard

Guide your members (or yourself, if you’re setting this up) to the WordPress dashboard. In the left sidebar, you’ll see your campus platform menu. Click on Study Halls from the navigation.

Why this matters: This is where all your Study Halls live—think of it as the directory of focused learning spaces in your campus. Your members will eventually create their own Study Halls here (if you give them permission), so they’ll need to know where to find this.

Once you’re in the Study Halls panel, you’ll see any existing Study Halls. To create a new one, click the New Study Hall button.

A pop-up will appear asking what you want to create: Study Hall, Learning Path, or Link. Choose Study Hall.

Screenshot placeholder: Pop-up showing “New Study Hall” option selection

Step 2: Configure Study Hall Details

A new window appears with several fields to fill in. Here’s what each one means and how to approach it:

Study Hall Title
Give your Study Hall a clear, benefit-focused name that tells members exactly what they’ll get. Instead of generic titles like “Marketing Study Hall,” try “Launch Your First Digital Product in 30 Days” or “Daily Accountability for Course Creators.”

Tip for 45+ creators: Your members want to know “what’s in it for me” immediately. Lead with outcomes, not topics.

Study Hall Slug
This is the URL-friendly version of your title (e.g., “launch-digital-product-30-days”). The system usually creates this automatically, but you can customize it. This becomes part of the Study Hall’s web address, making it easy to share direct links.

Study Hall Description
Write 2-3 sentences explaining what members will learn, who this is for, and what makes this Study Hall valuable. This appears on your Study Hall directory page, so make it compelling.

Example: “A focused 30-day sprint where course creators support each other through launching their first digital product. Perfect for beginners who need accountability, daily check-ins, and a proven roadmap to their first sale.”

Privacy Settings
Choose who can see and access this Study Hall:

  • Public – Anyone can see and join this Study Hall (great for building your campus audience)
  • Private – Only members who join can see the content (creates exclusivity and focus)
  • Secret – Hidden from Study Hall directory; only accessible via direct invite (perfect for premium cohorts or special programs)

For beginners: Start with Private until you’re comfortable. This gives you room to experiment without worrying about “getting it perfect” first.

Lock Screen Type
This controls what non-members see when they discover your Study Hall. You can show a preview to entice them to join, or completely lock it down. For most campus builders, showing a preview of the description and recent activity works well—it creates curiosity without giving everything away.

Main Group
If you’ve organized your Study Halls into groups (like “Beginner Track,” “Advanced Track,” “Monthly Cohorts”), choose which group this belongs to. This helps members navigate your campus more easily.

Who Can View Study Hall Members
Decide who can see the member list for this Study Hall:

  • Member Only – Only people in this Study Hall can see who else is in it
  • Admin/Moderator Only – You control who sees the member list
  • Any Logged-in User – All campus members can see who’s in this Study Hall
  • Anyone – Public visibility (not recommended for most campus builders)

Recommendation for 45+ creators: Choose “Member Only” to create a sense of privacy and safety. Your members will engage more openly when they know the space is contained.

Once you’ve filled in these details, click Continue to move to customization options.

Screenshot placeholder: Study Hall details form with all fields filled in

Step 3: Customize Study Hall Settings

This next screen lets you fine-tune how your Study Hall operates. Here’s what each setting controls and when to use it:

Only Admin or Moderator Can Create Posts
Enable this if you want to control the content flow and ensure high-quality discussions. Disable it if you want members to freely start conversations and share insights.

When to use it: Enable for structured programs where you’re leading the conversation. Disable for peer-led accountability groups where member participation drives engagement.

Show Right Sidebar in the Study Hall
This displays additional information like Study Hall guidelines, pinned resources, or upcoming events in a sidebar.

For most campus builders: Enable this—it keeps important context visible while members scroll through discussions.

Hide Member Count From Study Halls Page
You can hide how many members are in a Study Hall from the directory page. This is useful if you’re just starting and don’t want low numbers to discourage joining.

For beginners: Hide the count initially until you build momentum. Once you hit 20-30+ active members, show it—social proof works.

Enable File and Document Library for this Study Hall
This allows members to upload, share, and organize files, worksheets, templates, and resources within the Study Hall.

Recommendation: Always enable this—members love having a shared resource library they can access anytime. It becomes a valuable repository of peer-created tools and examples.

Default Layout Style
Choose between Grid View (shows Study Hall posts as cards in a grid) or List View (shows posts in a traditional forum-style list).

For 45+ creators: List View is usually clearer and more familiar if your members come from traditional forums or Facebook groups. Grid View works well for visual content like design feedback or photo-based discussions.

Group Chat
Enable this to create a live chat space connected to this Study Hall. Members can have real-time conversations alongside the async discussions.

When to use it: Great for cohort-based programs or accountability groups. Skip it if you want to keep all conversations in threaded discussions (easier to follow for busy members).

Thumbnail Image
Upload a small square image (recommended: 400x400px) that represents this Study Hall. This appears in directory listings and helps members quickly identify different Study Halls visually.

Pro tip: Use simple, bold graphics with minimal text. Think icon-style rather than detailed photos.

Featured Image
Upload a larger banner image (recommended: 1200x600px) that appears at the top of your Study Hall page. This sets the visual tone and creates a sense of place.

For non-designers: Use Canva templates or stock photos. The image matters less than the community you build—don’t let design perfectionism delay your launch.

Once you’ve configured these settings, click Create to bring your Study Hall to life.

Screenshot placeholder: Customization settings screen with recommended options selected

What Your Members See Next

After creation, your new Study Hall appears in the Study Halls panel and (depending on privacy settings) in your campus directory. Your members can now:

  • Join the Study Hall to start participating
  • Create posts to share insights, ask questions, or start discussions (if you allowed member posts)
  • Respond to each other and build peer connections
  • Access shared resources in the file library
  • Track their progress as they engage with the community

Common Questions from 45+ Campus Builders

Q: How many Study Halls should I start with?
A: Start with one well-defined Study Hall. Get 20-30 members actively participating before creating a second. Too many empty Study Halls kill momentum.

Q: What if nobody posts anything?
A: Seed the conversation yourself with 3-4 valuable posts before inviting members. Ask specific, answerable questions rather than broad “introduce yourself” prompts. Example: “What’s the #1 marketing channel that brought you your first 10 customers?”

Q: Should I make Study Halls public or private?
A: Private for most campus builders. Public works if you’re using your campus as a lead generation tool, but private creates stronger bonds and more open sharing.

Q: Can members create their own Study Halls?
A: Yes, but wait until your campus has 100+ active members. Early on, you want to control the structure. Later, member-led Study Halls become powerful engagement drivers.

Q: How is this different from a Facebook Group?
A: You own the platform, the data, and the member relationships. No algorithm hiding your content. No distractions or ads. It’s YOUR space that you can monetize, customize, and control completely.

What to Do Next

Now that you’ve created your first Study Hall:

  1. Write a welcome post explaining what this Study Hall is for and what members can expect
  2. Invite 5-10 ideal members personally (don’t just announce it—direct invitations create commitment)
  3. Seed 3-4 valuable discussion posts so new members see activity immediately
  4. Set up Study Hall guidelines (create a pinned post with participation expectations)
  5. Schedule your first facilitation session where you guide members through a specific challenge or topic

Remember: The goal isn’t to create perfect Study Halls—it’s to create spaces where your members connect, learn from each other, and experience transformation through community. Start simple, facilitate actively, and let your members shape the culture.

Related Articles

  • Managing Privacy of Study Halls
  • Adding Members to Your Study Hall
  • Creating Engaging Posts That Drive Discussion
  • Study Hall Moderation Best Practices

Need help? Join our Campus Builders Community where 1,000+ course creators support each other in building thriving Personally Branded Campuses.

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Import Campus Members into Your TrainingSites CampusHow to Segment Your Campus Members with Lists, Tags, and Dynamic Segments
Table of Contents
  • Why This Matters for Your Campus
  • Before You Begin
  • Setting Up Your First Study Hall
    • Step 1: Access Your Campus Dashboard
    • Step 2: Configure Study Hall Details
    • Step 3: Customize Study Hall Settings
  • What Your Members See Next
  • Common Questions from 45+ Campus Builders
  • What to Do Next
  • Related Articles

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