Leaders of various faculty communities of practice discuss what works and what doesn’t.
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.
Experts on federal policy and digital learning, and institutional representatives discuss the opportunities afforded by federal Covid resources.
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.
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.
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.
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.
Faculty describe inclusive teaching strategies, alongside digital tools, to help connect the content to the student in meaningful and lasting ways.
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.
Time for Class is a comprehensive longitudinal survey of 4,000+ higher education faculty and administrators, fielded since 2014 by Tyton Partners.
Faculty at Cuyahoga Community College led efforts to implement and then scale adaptive courseware for gateway courses in more than a half-dozen disciplines.
How personalized digital learning technology can support evidence-based teaching.
An overview of inclusive pedagogy with Colorado State University’s Teaching Effectiveness Framework and its implications during the shift to remote learning in 2020.
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.
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.
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.
Every Learner Student Fellows provide an overview of their internship with ATD and ways leaders can more intentionally center student voice.
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.
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.
Expert insight and tips on designing online courses with equity and engagement at the forefront.
Active and adaptive learning strategies can engage students in blended and online environments, resulting in improved student outcomes and success.
This fall 2020 survey explores the impact COVID had on higher education faculty in STEM fields and how that experience informed their opinions of online education’s effectiveness..
In this session we address key learnings about instructional practices and student learning outcomes, usage of digital tools and impact on faculty time, and share key challenges we must continue to confront as well as the strategies faculty and institutions are deploying to better ensure that every learner everywhere is able to learn.
In this live Q&A panel, participants engage with Every Learner Everywhere Expert Network professionals to discuss equitable and inclusive teaching practices and digital learning to foster student-centered learning.
This session facilitates participant discussion on how to connect local environmental and climate justice issues to STEM concepts.
An overview of strategies and tools that engage students’ prior knowledge and supports their performance by differentiating the content, process and assessments.
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.
In this live Q&A panel, participants get answers to their remote teaching questions.
Three reports in a series designed to understand the ongoing impact of COVID-19 on teaching and learning in higher ed.
Rich media tools and thoughtful student-student, student-teacher, and student-content interactions can be powerful tools in online course design that inform “how we teach” and underpin successful use of technology in the online learning environment.
Insights on teaching in a time of Covid from Digital Promise’s Survey of Student Perceptions of Remote Teaching and Learning in May 2020.
A virtual educator professional development session exploring why trauma-aware teaching must center diversity, equity, and inclusion.
Principles and practices for cultivating an equitable and engaging virtual learning environment.
Combining active learning with adaptive courseware leads to a statistically significant reduction of DFW grades in foundational courses.
A case study at Colorado State University (CSU), found the use of active learning and adaptive courseware, along with an intentional faculty development program, are key in the implementation of adaptive courseware.
Grounded in research, this resource supports college teams in building institutional capacity in teaching and learning.
This extensive resource will provide you with practical strategies and resources to implement adaptive courseware with an equity-minded and student-centered approach.
Faculty and administrators at Indian River State College discuss transitions to adaptive learning during the 2019-2020 school year.
Faculty discuss how they’ve brought adaptive learning into their courses, and how it has altered teaching and learning for them and their students.
This resource provides suggestions for breaking down those barriers to support international students in online learning.
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 the University of Louisville demonstrates their approach to leveraging adaptive courseware to improve course design.
For all students to have an equal opportunity to succeed, instructors must personalize learning rather than teach to a fictional average student. Learning analytics has the potential to assist instructors …
Introductory psychology faculty discuss how they utilize current events and Flip Grid to form relationships and apply content in remote teaching settings.
Digital learning specialists discuss the process of adopting and continuously improving courses with adaptive courseware.
The three C’s to increase the Number of A’s and B’s when Teaching Large Lecture Sections of General Chemistry Remotely.
Dr. Ruanda Garth-McCullough of Achieving the Dream defines differentiated instruction and provides strategies and technologies for adaptive learning implementation.
Faculty share how Lumen Waymaker was implemented in various classes, and how assessment data and workshops have enhanced learning material in first-year writing.
In this webinar, faculty provide tips and strategies for assessing written work in online or remote classes and discuss how that written work can promote student metacognition.
Instructors at UCF share their course redesign experience after adopting adaptive learning in a Spanish language course.
Dr. Wendy Howard of the University of Central Florida provides resources for teaching of STEM lab courses remotely.
Dr. Michelle Hampton from the Cuyahoga Community College discusses how to structure online classes with engaging and interactive content.
Faculty developers discuss the New Learning Compact Framework and the importance of professional learning and development during a crisis and beyond.
Researchers discuss recent findings in a survey of faculty teaching remotely during the Covid pandemic leaving faculty with a more positive perception of online learning.
Thomas Cavanagh of UCF and Athena Kennedy of Purdue University Online explain the BlendFlex delivery model for remote teaching.
Barbara Means of Digital Promise discusses survey results of students’ experience of the rapid shift to all-online courses in Spring 2020.
This report describes results from Digital Promise’s national, random-sample survey of more than 1,000 college students whose coursework moved suddenly from in-person to completely online
This video provides an introduction to differentiated instruction as a means to enhance the quality learning environments and to engage students in relevant and meaningful education.
In this resource, we’ve given an overview of a variety of options for lab-based courses to translate experimental activities to a digital learning environment.
This resource offers adjustments to make to your assessment practices that can help you adapt your assessments during academic disruption.
A webinar focused on supporting faculty, staff, and students during the closure of community college campuses across the United States during the Covid-19 pandemic.
A webinar focused on supporting faculty, staff, and students during the closure of community college campuses across the United States during the Covid-19 pandemic.
In this webinar, the APLU follows up with two provosts four weeks into the pandemic and how they’re planning for teaching remotely in the summer and fall terms.
A webinar focused on supporting faculty, staff, and students during the closure of community college campuses across the United States during the Covid -19 pandemic.
In this webinar, faculty and instructional support staff share a model for student success with undergraduate learning assistants.
A webinar focused on supporting faculty, staff, and students during the closure of community college campuses across the United States during the Covid -19 pandemic.
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.