Faculty at New York City’s Lehman College participating in an intensive professional development project radically rewrote their syllabi and, indirectly, transformed their course design and teaching practices to put students at the center of learning.
Through professional learning, faculty can develop their capacity to be change agents both inside and outside of the classroom. This guide clarifies what it means to create opportunities for professional learning that are explicitly equity-minded.
Culturally responsive pedagogy is a framework that is inclusive of culturally responsive and relevant teaching, and culturally affirming and sustaining instructional methodologies that validate and engage students’ cultural identities. These practical instructional strategies and practices guide the implementation of culturally responsive teaching and learning into educational spaces.
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.
Being able to choose course design, content, assignments, assessments, and instructional approaches based on the context of the learners and the current events of the times allows students to relate all areas of the course to their lives and equitizes their experiences and outcomes. This guide is designed to support faculty with operationalizing open pedagogy through a culturally responsive lens.
Advancing social justice in education requires establishing educational spaces that foster students’ critical consciousness and ability to analyze systems, policies, and practices that lead to inequitable and unjust experiences and outcomes. A social justice approach to education involves two strategies that will be featured in this guide: anti-racist teaching and abolitionist teaching.
This paper describes the outcomes of a Digital Learning Equity Analysis project undertaken by two award-winning educators, Sarah Straub and Rachel Jumper, who sought to implement suggestions from the microcredential training hosted by Every Learner Everywhere. This training focused on promoting equity in digital learning and provided a structured protocol for conducting reviews of online courses.
Tyton partners’ Listening to Learners 2023 reveals that while 70% of students value representative diversity among advisors, only 30% of institutions report scaled implementation of this hr practice. Cutting-edge research identifies strategies to enhance student outcomes and create a sense of belonging in higher education.
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.
Professional learning, also called Faculty development, in higher education supports student success at the course level.
This guide reviews evidence-based teaching practices that benefit minoritized students.
This guide outlines necessary components to adopting and utilizing digital learning tools equitably for postsecondary digital learning.
This Every Learner Everywhere strategy guide details our eight equity principles for teaching and learning in higher education.
A resource about meaningful learning experiences written by college students for faculty.
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.
Teaching specialists from Achieving the Dream share strategies for Culturally responsive teaching, Anti-racist teaching, Abolitionist teaching, and Open Pedagogy.
Specialists and practitioners of inclusive teaching answer your questions about strategies and approaches to creating an inclusive learning environment for all students.
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.
Representatives from institutions that implemented digital learning discuss how these technologies improved student success in lower level courses.
Leaders of various faculty communities of practice discuss what works and what doesn’t.
Undergraduate students to discuss what inclusive teaching strategies have been most impactful in their college experience.
This session provides an overview of the pressures facing today’s students and what faculty and institutions can do to support them.
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.
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.
Faculty development leaders share their strategies for shifting the framework in ways that advance equitable student learning experiences.
The Equity Review Tool guides educators to interrogate their practices and reflect on equitable language usage and employ strategies to support a more equitable teaching and learning process.
The equity review tool is designed for educators striving to create more validating and affirming learning experiences and environments for students. Using this tool, educators will be able to develop and evaluate their resources and the language they use to ensure they are asset-based and supportive of a more equitable teaching and learning process.
Three students who are ATD fellows share their first-hand accounts of culturally responsive teaching practices and the impact on their learning experiences.
This session will include administrator, faculty and student perspectives of the benefits and challenges of integrating active and adaptive pedagogy into gateway courses.
Presenters share their experiences in developing course curriculum, assignments, and content that validate, affirm, and embrace the diverse perspectives, lived experiences and cultures of the student they serve.
This workshop provides examples of successful innovative and digital assessment approaches that center students and allow for authentic and culturally responsive measurement of student learning.
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.
Panelists share tenets to purposefully embed equity, social justice, and inclusion into innovative teaching and learning in face-to-face and virtual spaces.
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 webinar will highlight the findings of the WCET and OLC Adjunct Faculty Survey and provide research-based recommendations for supporting institutional leaders, support staff who work with adjunct faculty, and adjunct faculty members themselves.
This webinar explores how to develop and design course content that is inclusive of diverse students, perspectives, cultures, and lived experiences.
Presenters discuss the intersection of the Feedback & Assessment and Instructional Strategies domains of the CSU Teaching Effectiveness Framework.
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.
In this webcast, our passionate and inspiring conversationalists shared hopes and aspirations for what’s to come for Higher Education in 2022.
Participants consider how to make instructional design decisions that provide an inclusive learning environment.
Dr. Jeremiah J. Sims discusses the impact on students of the Washington State Guided Pathways Initiative in Diversity, Equity, Antiracism, and Leadership (IDEAL) Fellows Program.
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.
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.
Panelists discuss how adaptive courseware supported broader institutional and faculty-led efforts to improve student outcomes.
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.
Faculty describe inclusive teaching strategies, alongside digital tools, to help connect the content to the student in meaningful and lasting ways.
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.
Align course instruction with adaptive content, analyze data points on an adaptive courseware dashboard and effectively onboard students.
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.
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.
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.
A discussion about teaching equitably with strategies to combat some of the inequities that exist within the field of English Composition.
A discussion about effective practices to promote the key principles of inclusive teaching.
An overview of the tips and best practices for initiating an intentional movement to improve equity in gateway courses within your department.
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.
How to create an inclusive and equitable learning environment in psychology.
A discussion about strategies for teaching equitably in mathematics to combat some of the inequities that exist within the field.
An overview of inclusive pedagogy with Colorado State University’s Teaching Effectiveness Framework and its implications during the shift to remote learning in 2020.
A discussion about equitable and inclusive practices for chemistry education with strategies to combat some of the inequities that exist within the field.
This brief explores how pedagogical, content, and mindset changes can reduce obstacles for minoritized students and support equity in biology.
This brief provides an overview of equity issues and solutions in psychology courses.
This brief shares how asset-based instruction, fostering student belonging, active learning, and flexible and differentiated coursework can reduce equity gaps in chemistry.
This brief explores how adjusting pedagogy, and eliminating linguistic bias can support equity in English composition courses.
This brief recommends resources to inform teaching to account for linguistic diversity and ability and promote a more equitable academic environment for students in English composition courses.
This brief suggests diverse pathways, student-centeredness, and bias training to close equity gaps in mathematics courses.
Joel Amidon is on a mission is to lead people to love others through teaching, providing solutions for equity in math courses.
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 resource describes how to build and maintain faculty learning communities, details some logistics, and provides a case study from Colorado State University along with testimonials from instructors.
A panel discussion about Evidence-based teaching strategies that center equity in online and hybrid modalities.
In this webinar, learn simple teaching strategies to help students take charge of their learning and ensure all students master content.