How We Work

IMPACT

High-quality digital learning enables institutions to increase gateway course and degree completion, lower the cost of instruction, and deliver more equitable learning outcomes for Black, Latinx, Indigenous, poverty-affected and first-generation students. It engages faculty as innovators and educators focused on using evidence-based teaching practices, data, courseware, and technology tools to improve learning outcomes and better serve students.

 

SCOPE

Digital learning is the use of technology and teaching practices enabled by technology to enhance learning. It includes a broad range of content and communication tools, curricular models, design strategies and student support services that personalize instruction for students in blended and online learning environments.

 

APPROACH

Every Learner Everywhere works through intermediaries to support institutions in developing a tailored engagement approach that creates better learning experiences and more equitable outcomes for racially-minoritized and poverty-affected students. We provide institutions with professional development and consulting services to support the effective implementation of equitable and high-quality digital learning at scale. Each of our engagement experiences comprise six core phases that guide and support institutions and faculty on the path to transformation with high-quality digital learning.

 

Every Learner Everywhere partners with colleges and universities in pursuit of equity focused, student-centered, faculty-powered, and institution-driven improvement.

Evidence-based Teaching & Student-Centered Instruction

Building institutional capacity for evidence-based teaching and student-centered instruction in gateway courses using digital learning.

Equitable and Inclusive Digital Learning at Scale

Building institutional capacity to serve Black, Latinx, Indigenous, poverty-affected, and first-generation students through digital learning with an equity-minded focus.

Courseware and Tools for Digital Learning

Building instructor capacity for discovery, implementation, and improved use of digital learning courseware and tools.

Course-level Data for Improvement of Instruction and Student Success

Building institutional and instructor capacity for using course-level data to understand learner performance and improve instruction with digital learning.

Integrated Institutional Support for High-quality Digital Learning

Building institutional capacity for managing technology, supporting evidence-based course redesign, providing faculty development, and considering policy and funding strategies for digital learning.

Holistic Student Supports in Blended and Online Learning

Building institutional capacity to assess student needs, conduct learner-focused research, and create a culture of continuous improvement in gateway courses using digital learning.

 

Evidence-based Teaching & Student-Centered Instruction

Evidence-based Teaching and Student-centered Instruction helps academic leaders, faculty, and instructional support staff adapt instruction to student needs and capabilities, promote active and collaborative learning, improve student engagement, and more easily support learners with timely and personalized feedback. 

  • Discover the evidence-based instructional practices that most contribute to student success in gateway courses and how pairing evidence-based teaching with high-quality courseware can personalize learning for minoritized and poverty-affected students.
  • Recognize and learn to use the evidence-based teaching practices that promote active learning, support collaboration in blended and online learning environments, and improve engagement of students with instructors and peers.
  • Choose the evidence-based instructional practices that put the needs of Black, Latinx, Indigenous, poverty-affected, and first-generation college students at the center of the learning experience. Plan for redesign of one or more courses using evidence-based teaching strategies.
  • Select and implement formative assessment and outcomes measurement approaches that align with the evidence-based instructional practices used to continuously evaluate and improve student learning.

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Equitable and Inclusive Digital Learning at Scale

Equitable and Inclusive Digital Learning at Scale supports academic leaders, faculty, and instructional support staff in making inclusive course design and culturally responsive teaching practices an actionable institutional imperative.

  • Discover the equity-minded and inclusive instructional practices that impact student success in gateway courses and how high-quality courseware can disrupt racialized and marginalized patterns in teaching and learning for Black, Latinx, Indigenous, poverty-affected, and first-generation college students.
  • Identify and learn to use equity-minded and inclusive teaching practices that center culture as a cognitive tool, activate prior knowledge, create relationship-rich faculty-student learning partnerships, and integrate authentic assessment.
  • Select equity-minded and inclusive teaching practices enabled by courseware that are relevant to Black, Latinx, Indigenous, poverty-affected, and first-generation college students learning experiences and academic goals.
  • Implement continuous improvement and plans to scale that align institutional, departmental, program, and course goals to increase instructor use of equitable and inclusive digital learning. Disaggregate course data by race and socioeconomic status to demonstrate the effect of equitable digital learning on academic outcomes.

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Courseware and Tools for Digital Learning

Courseware and Tools for Digital Learning guides academic leaders, faculty, and instructional support staff in discovering and comparing digital learning products, integrating courseware into teaching practice effectively, and using research and assessment to continuously improve instruction over time.

  • Discover how high-quality digital learning can address institutional challenges related to course and degree completion, consider the range of courseware and tools available in the market today, and learn how these technologies can benefit both students and instructors.
  • Understand the foundational components needed to teach effectively with courseware including equity-minded practice, tool integration and alignment, actionable learning analytics, and comprehensive approach to support for students using courseware.
  • Review the key considerations and resources available for digital learning technology selection and implementation including efficacy, equity, functionality, and student and instructor needs. Plan for the redesign of one or more courses using courseware.
  • Implement high-quality digital learning technologies while placing the needs of Black, Latinx, Indigenous, poverty-affected, and first-generation college students at the center of the learning experience. Adopt continuous improvement approaches to support iteration on redesigned courses and scale courseware use across departments and programs.

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Course-level Data for Improvement of Instruction and Student Success

Course-level Data for Improvement and Instruction and Student Success helps academic leaders, faculty, and institutional research staff frame research questions, collect and analyze course data disaggregated by race and socioeconomic status, and use qualitative and quantitative findings to continuously improve course- and program-level instruction over time.

  • Understand the relative value of anecdotal evidence and systematic practices for gathering and evaluating student-and course-level data.
  • Identify and generate sources of course data useful for improving teaching and learning as part of the continuous improvement process. Develop skills to identify and use the appropriate methodologies for routinely collecting and analyzing data.
  • Explore and identify research questions and align questions to course outcomes. Consider questions that pertain to racially-minoritized, poverty-affected and first-generation students.
  • Determine and use appropriate methodologies to measure impact and equity in blended and online learning courses. Draw inferences for course improvement from disaggregated student data.
  • Sustain and scale the integration of continuous improvement processes that center equity.

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Integrated Institutional Support for High-quality Digital Learning

Integrated Institutional Support for High-quality Digital Learning guides academic and information technology leaders and instructional support staff in building the support systems instructors and students need to succeed with digital learning.

  • Understanding digital learning infrastructure and institutional supports that contribute to student success in gateway courses.
  • Evaluate and learn how to address the institutional support needs of faculty and students engaged in digital learning. Consider the support practices that put the needs of Black, Latinx, Indigenous, poverty-affected, and first-generation college students at the center of the digital learning experience.
  • Plan and manage institutional change. Matching technology, training, and institutional support services to student and instructor needs.
  • Implement and scale integrated institutional supports for digital learning that center equity. Measure and continuously improve the use of digital learning to ensure access, readiness, and engagement for all students.

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Holistic Student Supports in Blended and Online Learning

Holistic Student Supports in Blended and Online Learning helps academic and student affairs leaders, instructional support staff, and faculty develop the support systems and intervention strategies needed to ensure success for all learners. 

  • Discover the student support systems and digital learning practices that most contribute to student success in gateway courses and how placing students at the center of the learning experience especially benefits racially-minoritized and poverty-affected students.
  • Recognize and learn how to address student needs in gateway courses. Evaluate and support the motivation, engagement and overall well-being of students.
  • Choose the student support practices that put the needs of Black, Latinx, Indigenous, poverty-affected, and first-generation college students at the center of the digital learning experiences. Ensure student supports are accessible, equitable, inclusive, and caring. 
  • Connect students to institutional and community supports related to academic planning, advising, mental and physical health, tutoring, and disability services. 
  • Sustain and scale holistic student support systems and practices that center equity. Measure and continuously improve the use of digital learning to ensure access, readiness, and engagement for all students.

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