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.
The report presents first results from an ongoing series of surveys and focus groups with faculty designed to understand the impact of COVID-19 on higher ed.
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.
The conversation highlights how students can navigate an unknown fall academic year and how administration can support students.
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.
The Time for Class 2019 Toolkit is a set of research-based action briefs and tools designed to support institutional dialogue, decision-making and action.