This guide outlines necessary components to adopting and utilizing digital learning tools equitably for postsecondary digital learning.
This strategy guide is a resource for faculty to onboard students to using digital courseware as part of the learning experience.
This report synthesizes commentary, research, and original interviews about how higher education has grappled with disaggregating and using student data to confront and close equity gaps for particular student populations.
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.
A diverse panel consisting of both faculty members and students will discuss their unique perspectives on several pedagogical approaches.
Representatives from institutions that implemented digital learning discuss how these technologies improved student success in lower level courses.
This session will include administrator, faculty and student perspectives of the benefits and challenges of integrating active and adaptive pedagogy into gateway courses.
This report is an executive summary of the findingins following the implementation of digital learning tools at seven community colleges.
Faculty at HCC led efforts to implement adaptive courseware in introductory mathematics and economics courses.
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.
This year our network has prioritized increasing our knowledge and capacity for equity and racial justice work along with centering equity and racial justice in our resources and services. In addition to our personal and professional equity work, we have spent this last year inviting students into our work.
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.
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.
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.
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.
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.
Learn about the development and impact of the Internet of Everything (IoE) SMART technologies (EduGadget) of mobile devices, smartphones, wearables, and virtual – augmented reality.
Neuroeducation strategies can help faculty feel more effective, create a warm and equitable learning environment, and improve student outcomes.
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.
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.
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.
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.
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.
Insights on teaching in a time of Covid from Digital Promise’s Survey of Student Perceptions of Remote Teaching and Learning in May 2020.
Principles and practices for cultivating an equitable and engaging virtual learning environment.
A brief exploration on how faculty can position cultural knowledge and centering identity as a cognitive tool.
An overview of design principles and tools to apply reflective approaches to any course to redesign learning for racial justice and equity.
Panel discussion of equitable teaching practices and digital learning that foster student-centered learning and cultivate a culture of inclusion.
Stakeholder engagement and close collaboration important to the adaptive courseware implementation process.
How advances in digital courseware paired with evidence-based, equity-first, innovative teaching can better serve today’s students.
This is the second report in an ongoing series designed to understand the ongoing impact of the COVID-19 pandemic on teaching and learning in higher ed.
This case study from the University of Louisville demonstrates their approach to leveraging adaptive courseware to improve course design.
In this case study, Arizona State University shares the progress of their adaptive courseware implementation.
In this webinar, faculty discuss a variety of teaching and learning technologies, including Lumen Learning’s Waymaker, Calendly, and Portfolium.
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 case study looks at faculty support and buy-in and draws on valuable insights from student focus groups.
Barbara Means of Digital Promise presents findings from a survey of students learning remotely and offers solutions for bridging the digital divide at the University of the District of Columbia.
In this webinar, faculty share how student experiences and feedback has improved their overall use of adaptive courseware.
This is a sample syllabus statement to introduce the adaptive courseware component of your course to students.