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Time for Class 2023

June 2023

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.

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Pillar Resource

Planning for Academic Continuity

Students walking on campus with Academic Continuity Plan.

August 2023

This guide presents results from an analysis of 100 academic continuity plans at U.S. colleges and universities. The results form the basis for recommended academic continuity plan best practices, tools, and templates academic leaders can use to maintain a plan that can be used in both short-term and long-term circumstances.

Pillar Resource

Time for Class 2023

June 2023

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.

Pillar Resource

Planning for a Blended Future

Planning for a Blended Future cover

May 2021

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.

Pillar Resource

Adaptive Courseware Implementation Guide

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October 2020

This extensive resource will provide you with practical strategies and resources to implement adaptive courseware with an equity-minded and student-centered approach.

Time for Class 2022

time for class 2022 digital learning and coursewarecover page

July 2022

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.

Supporting Online Adjunct Faculty Across Institutional Roles

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June 2022

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.

Supporting Adjunct Faculty: Research-based Recommendations

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February 2022

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.

Re-Writing Writing

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August 2021

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: A Toolkit for Post-Pandemic Higher Education with Equity and Student Care at the Center

Lessons Learned: A Toolkit for Post-Pandemic Higher Education Cover

August 2021

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.

Teaching with a Cobot, not a Robot

Teaching with a Cobot Active and Adaptive Learning Cover

July 2021

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.

Time for Class 2021

Time for Class: Digital Learning and Courseware Cover

June 2021

Time for Class is a comprehensive longitudinal survey of 4,000+ higher education faculty and administrators, fielded since 2014 by Tyton Partners.

A Discipline Brief for Equity in Chemistry

A Discipline Brief for Equity in Chemistry Cover

June 2021

This brief shares how asset-based instruction, fostering student belonging, active learning, and flexible and differentiated coursework can reduce equity gaps in chemistry.

Student Leaders Speak 2021

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May 2021

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.

Guide to Building a Faculty Learning Community

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April 2021

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.

Every Learner Everywhere, Any Place, Any Time?

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March 2021

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.

Ask An Expert Live Q & A: Inclusive Teaching

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February 2021

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.

Transform Engagement: Interaction and Online Course Design

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January 2021

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.

Case Study: Colorado State University

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November 2020

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.

Teaching and Learning Toolkit

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November 2020

Grounded in research, this resource supports college teams in building institutional capacity in teaching and learning.

Learning Analytics Strategy Toolkit

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August 2020

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

Time For Class: COVID-19 Edition Part 1

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July 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.

Suddenly Online: National Undergraduate Survey

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July 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

Lab-Based Courses

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May 2020

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.

Assessments and Grading

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April 2020

This resource offers adjustments to make to your assessment practices that can help you adapt your assessments during academic disruption.

Strategies for Rapidly Moving Online

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March 2020

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.

Time for Class 2019 Toolkit

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May 2019

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.