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.
The session summarizes how disaggregating learner data can enable equity-centered education for minoritized, poverty-affected, and first-generation students.
Colleges and universities can help alleviate the burden students face every day, including restructuring mental health support on campus, providing options for digital learning, encouraging teachers to apply trauma-informed teaching practices, and connecting students with the resources they need to thrive.
This playbook presents six concrete strategies for academic leaders, college-level leaders, and instructional design staff to adopt now to better support their online adjunct faculty and the community of students and learners in their classrooms.
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.
This document reports the findings of a 2021 survey of administrators about policies and practices that impact online adjunct faculty, equity, access, and quality.
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.
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.
Time for Class is a comprehensive longitudinal survey of 4,000+ higher education faculty and administrators, fielded since 2014 by Tyton Partners.
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.
This guide features numerous links to resources academic administrators can draw from to effectively support a continuously improved teaching and learning environment that is sustainable for years to come.
Three reports in a series designed to understand the ongoing impact of COVID-19 on teaching and learning in higher ed.
The spring 2020 term saw an unprecedented response to an unprecedented challenge as virtually every U.S. higher education institution offering face-to-face instruction rapidly switched to remote instruction, many in as …
This case study from Northern Arizona University demonstrates the increase in student success that can result from the implementation of adaptive courseware.
APLU’s Powered by Publics hosts a panel discussion of digital learning experts to help institutions move quickly to remote learning during the start of the Covid-19 pandemic.