In 2025, Every Learner Everywhere helped hundreds of higher education institutions navigate a rapidly changing landscape, expanding access to evidence-based digital learning, deepening student success for every learner, and meeting the moment as AI reshapes what’s possible in the classroom.
This resource examines the growing trend of U.S. colleges and universities integrating career readiness into academic courses, with particular attention to gateway and general education courses early in degree programs. It focuses on how students experience the relevance of what they learn in these early courses, and it provides strategies institutions can use to help students experience that relevance earlier, more explicitly, and more consistently.
The IIRP Graduate School’s Course Design for Student Success Rubric, is a robust rubric, designed to support student engagement, access, and success across varied learner populations and institutions, including undergraduate, graduate, 2-year, etc. We want to inspire faculty, instructional designers, and administrators along their path of continual improvement.
In this resource, we’ll explore why digital literacy is the essential foundation for navigating the age of AI, unpacking the skills and knowledge needed to use digital tools effectively and to critically analyze the complexities and potential pitfalls of the online world.
This report offers a student-centered examination of generative AI in higher education—not a guide or endorsement, but a record of genuine student inquiry into AI’s potential and limitations. Students are already using AI, regardless of institutional policies. This student research helps faculty understand not just what tools students are using, but how they’re thinking about AI’s role in their education.
This playbook is designed to guide faculty development professionals in colleges, universities, and other higher education organizations to develop and implement GenAI professional development opportunities for faculty and staff.
This case study provides insights into how three HBCUs—Claflin University, Fayetteville State University, and Morehouse College—have paved the way for student success in digital learning through innovative progress and institutional commitment to effective practices.
In this annual impact report, read about the network’s impact in areas of the services we provide institutions, our thought leadership in the field, and engagements with students. In addition, we recap our 2024 network convening, spotlight institutional services, feature our student interns, and give readers a preview of what’s next for the network in 2025.
As AI becomes increasingly embedded into educational settings and practices, it offers both opportunities and challenges. This comprehensive resource will help navigate both aspects — demonstrating how AI can help overcome technology barriers, including various recommendations for integrating accessible AI across different areas of higher education.
This profile examines the culture at Hispanic Serving Institutions as well as opportunities and challenges around digital learning at HSIs. Our research uncovered that students at HSIs valued experiences that celebrate Hispanic and Latino culturas (cultures), nurture bonds among and service to the Hispanic comunidad (community), and demonstrated the institution’s intención (intention) to serve Latino students.
This profile examines the student experience at Historically Black Colleges and Universities. Historians, educational researchers, and journalists have noted differences between the Black student experiences at HBCUs and other types of higher education institutions.
This profile examines the culture at TCUs. Tribal leaders, historians, educational researchers, and journalists have noted the unique role of these institutions that center on preservation and revitalization of tribal bonds as well as preservation and revitalization of the knowledge and culture of the first nations.
In this new resource, 12 instructors from a variety of two-year and four-year institutions share their experiences adopting digital learning tools to promote equity and improve learning outcomes for historically marginalized and under-resourced students. Their narratives highlight successes as well as bumps in the road as they implemented digital learning tools into their teaching.
In this report, we present survey results focused on use of culturally relevant instructional practices and culturally relevant course materials. Exploring the implications for practice and future research on culturally relevant content in postsecondary education and gateway courses.
In this report, you can read about the network’s impact in the areas of services, thought leadership, and student engagement. In addition, we recap our 2023 network convening, introduce our new Equity First Organization partners, feature some of our student interns, and give readers a preview of what’s ahead for the network in 2024.
The Equity-Minded Digital Learning Strategy Guides help faculty intentionally and authentically affirm, uplift, and liberate students. As higher education continues to address eliminating inequitable outcomes in teaching and learning, these guides will help institutions embed equity, culturally responsive teaching, social justice education, and open pedagogy through evidence-based teaching practices.
This guide presents results from an analysis of 100 academic continuity plans at U.S. colleges and universities. The results form the basis for recommended academic continuity plan best practices, tools, and templates academic leaders can use to maintain a plan that can be used in both short-term and long-term circumstances.
The Adaptive Courseware for Early Success (ACES) Initiative was a grant-funded initiative supported through the Every Learner Everywhere® network. The PLC provided intensive coaching, peer-mentorship, collaborative learning and networking opportunities, and educational resources and training to cross-functional, institutional teams at select institutions.
CSU improved and expanded adaptive courseware implementation to support redesign efforts and increase student engagement in chemistry, biology, and math.
UTRGV faculty from multiple campuses aligned instructional practices and adaptive courseware integration efforts into elementary statistics and college algebra courses.
By integrating open education resources with an adaptive learning platform, UTEP improved accessibility and cost to students taking introductory biology courses.
FIU established a highly collaborative, uniquely skilled, cross-functional team to create an effective adaptive tool that was free to engineering students and that could serve as a model for scale.
Building on existing resources and faculty support programs, UCF expanded adaptive courseware adoption into physics while prioritizing scaling efforts within the foreign languages department.
UToledo integrated existing faculty professional learning programming to support student-centered redesign efforts in math, chemistry, and anatomy and physiology classes.
This 2023 study – the largest and longest running study monitoring digital learning in higher education – aims to identify the differences between student and institutional stakeholder experiences and preferences to suggest ways institutions and solution providers can address these differences.
A student panel discusses their experiences with digital learning at the Online Learning Consortium Innovate Virtual Conference April 2023
The focus of this resource paper is to assess the effectiveness of digital learning in decreasing equity gaps as well as the impact digital learning has on specific student populations: those who identify as Black, Latino, and Indigenous; students from low-income backgrounds; and first-generation students.
The report describes the key features of research-practice partnerships between colleges and Every Learner Everywhere® partner organizations.
Dr. Mary Rice and Dr. Xeturah Woodley engage in a conversation about the renewal that emerges alongside intersectional online course design.
Dr. Aireale Rodgers introduces the Equity First Framework for Digital Learning: a tool to support equitable and just student learning.
Every Learner Everywhere®’s second annual impact report highlighting accomplishments in 2022 and setting goals for 2023.
This guide outlines necessary components to adopting and utilizing digital learning tools equitably for postsecondary digital learning.
The Equity and Digital Learning Student survey helps higher education departments and faculty self-assess course efficacy.
This strategy guide is a resource for faculty to onboard students to using digital courseware as part of the learning experience.
This strategy guide provides faculty with four proven strategies for using data-informed instruction.
This strategy guide walks faculty through a 6-step process of designing a course that maximizes student learning.
This report synthesizes commentary, research, and original interviews about how higher education has grappled with disaggregating and using student data to confront and close equity gaps for particular student populations.
A webinar for faculty support staff and academic leaders who support faculty redesigning courses and leverage educational technologies.
In this webinar, join your peers in deep discussions about the pedagogical challenges facing faculty who are teaching within the sciences.
In this webinar, join your peers in deep discussions about the pedagogical challenges facing faculty who are teaching writing.
In this webinar, join your peers in deep discussions about the pedagogical challenges facing faculty who are teaching mathematics.
A diverse panel consisting of both faculty members and students will discuss their unique perspectives on several pedagogical approaches.
Time for Class 2022 examines how faculty and institutional leaders are using instructional materials to implement teaching practices that can improve student learning and outcomes, especially for students historically underserved by higher education. This report reviews how digital learning in high-enrollment introductory courses can enable instructors to incorporate evidence-based teaching practices and work to close equity gaps in courses.
Developers of the Equity Evaluation Tool walk through the evaluation process to show how you can use it to make your course content equity-centered.
Learn how digital learning tools can give both faculty and students an edge in a time of academic upheaval.
Learn how blended learning supports students and how institutions can future-proof themselves by building the infrastructure for blended degree programs.
Representatives from institutions that implemented digital learning discuss how these technologies improved student success in lower level courses.
In this webinar, participants engage in dialogue and discourse with panelists about co-creating environments that support and humanize students’ academic experiences while affirming their strengths and potential in the classroom.
Opportunities for Higher Education and Digital Learning in Infrastructure Workforce Training
Using COVID-19 Relief Funds to Boost Equity in Digital Learning
Broadband Funding Can Support Digital Learning
This session will include administrator, faculty and student perspectives of the benefits and challenges of integrating active and adaptive pedagogy into gateway courses.
This report is an executive summary of the findingins following the implementation of digital learning tools at seven community colleges.
Full report of digital learning adoption in seven community colleges in the ATD network.
This report describes the Every Learner Everywhere® supports for lighthouse institutions, the experiences and accomplishments of course improvement teams at those institutions, and implications for future efforts to improve teaching and learning practices in higher education.
Evidence-based frameworks to welcome and support all students, regardless of their background, abilities, identities, needs, or preferences.
Faculty at HCC led efforts to implement adaptive courseware in introductory mathematics and economics courses.
This report focuses on building the core infrastructure needed for high-quality digital learning and is designed primarily for a mid- to senior-level academic administrators including department chairs, leaders of centers of teaching and learning, technology leaders, and academic leadership.
Chemistry faculty use adaptive learning platforms, static homework, in-class active learning activities, and digital monitoring to enhance student learning and engagement.
A case study on applying adaptive learning technology in English Composition to help more students persist and succeed.
A case study on integrating adaptive tools into course redesign provides instructional design support and integrated adaptive technology.
This year our network has prioritized increasing our knowledge and capacity for equity and racial justice work along with centering equity and racial justice in our resources and services. In addition to our personal and professional equity work, we have spent this last year inviting students into our work.
This guide is meant to support leaders as they transition from managing reactively to leading strategically and offers leaders a sustainable institutional model that centers on student equity and success.
In this session, faculty and academic leadership share the process of evaluating, selecting, or building adaptive courseware to be implemented in their courses and on their campuses.
This faculty professional learning session helps faculty and educators to identify and engage a strategic set of stakeholders to support a strong implementation plan for adaptive courseware.
Van Davis, Every Learner Everywhere® shares Key Takeaways & Call to Action from ADAPT 2021.
Faculty discuss course design choices and pedagogical practices that accompany the effective implementation of adaptive courseware.
Students discuss their experiences with adaptive courseware and other learning technologies, and how these have affected their learning in different courses.
An opening plenary on the critical role technology plays in increasing access to educational and employment opportunities for post-secondary learners.
Academic leaders share their experiences and advice for approaching, sustaining, and scaling best practices with adaptive learning.
This session will explore how faculty leverage real time learning data analytics from adaptive courseware dashboards to guide their instruction.
Faculty and educational researchers describe how to refine and improve courses; evaluate the impact of pedagogical changes; and center quality research design.
Explore how adaptive learning tools and practices can transform math courses to increase student success.
The study suggests that adaptive learning technology helped students who need support with prerequisite concepts, provided tools to help guide students through complex, multistep processes, gave faculty insights into concepts students were struggling with, and reduced the cost of course materials.
An overview of the APLU Winter 2021 Digital-Forward Skills and Roles Workshop, which identified and described emergent digital-forward skill sets and roles.
This case study examines the efforts at three of the seven ATD network colleges participating in the Every Learner Everywhere® initiative who focused on these disciplines as part of their efforts to implement adaptive courseware as a tool in gateway courses to help more students persist and succeed.
Miami Dade College: Integrating Adaptive Courseware as Part of a Comprehensive Redesign of a Gateway Math Course
Faculty at Broward College led implementation and integration of adaptive courseware efforts in introductory course design and activities.
Indian River State College considered adaptive courseware a potentially powerful tool in its ongoing efforts to improve teaching and learning in online instruction and overall engagement and outcomes for students in math, physical sciences, and English.
This report summarizes the work of the Re-Writing Writing workshop where we invited a diverse range of digital learning experts to bring their distributed knowledge of digital tools to a four-session virtual workshop.
Lessons Learned is made up of over 30 recommendations for improving practices in higher education. It asks where unexpected benefits showed themselves among the forced necessity of emergency remote teaching, and it encourages faculty, administrators, and academic and student support colleagues to continue collaborating to remove barriers, improve access, and update methods and tools.
In fall 2020, Digital Promise administered a survey to a group of educators at selected two-year colleges and four-year universities to better understand the teaching practices they employ and the ways in which they use adaptive courseware in their gateway courses.
This presentation explores four dimensions of motivation and feedback, two learning science pillars that engage students in the learning process and fosters long-term memories with active and adaptive learning.
Faculty share experiences of developing and implementing active, interactive, and adaptive introductory physics courses. The design allows students to work at their own pace, choosing support items presented to them via the adaptive feature of the course, and explore concepts through simulations with activities.
Learn about the development and impact of the Internet of Everything (IoE) SMART technologies (EduGadget) of mobile devices, smartphones, wearables, and virtual – augmented reality.
Time for Class is a comprehensive longitudinal survey of 4,000+ higher education faculty and administrators, fielded since 2014 by Tyton Partners.
Seven colleges implement adaptive courseware in gateway math courses and find it is a necessary corequisite in supporting student success.
Faculty at Cuyahoga Community College led efforts to implement and then scale adaptive courseware for gateway courses in more than a half-dozen disciplines.
Faculty in several disciplines at Lorain County Community College explored the use of adaptive courseware, ultimately implementing it in a gateway statistics course and several business courses.
Neuroeducation strategies can help faculty feel more effective, create a warm and equitable learning environment, and improve student outcomes.
Learn about the work of faculty at the University of Central Florida who improved accessibility and equity through the adoption of adaptive learning practices.
How personalized digital learning technology can support evidence-based teaching.
How to design an adaptive Biology course with effectiveness and scale in mind to change student outcomes.
An overview of how continuous improvement strategies in our educational process and practice can be used to improve student engagement and increase academic success.
This playbook offers authentic and easily implementable strategies to help instructors to care for their students and ensure their success in the classroom and beyond.
By integrating teaching and design principles, this guide assists faculty in positively impacting student learning, especially for students who are minoritized because of race, gender, disability, or socioeconomic status.
Getting Started With Equity: A Guide for Academic Department Leaders has a very specific purpose, which is to serve as a first step for department chairs to develop and curate an educational environment that is simultaneously justice-centered and equity-advancing.
The purpose of the review is to identify institutional, instructional, and learning practices mediated by educational technologies that positively influence the success of certain racial and ethnic groups of American students.
This guide moves beyond getting started with blended learning to help educators realize the best of online and onsite instruction and implement research-driven techniques to positively influence student outcomes.
Student Leaders Speak documents a national snapshot of diverse college students, including many who are first-generation as they reflect on their lives, their learning, their digital experiences, their challenges, their setbacks and their triumphs.