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This was brought to us as a way to look at the infrastructure of our data. We grabbed it, because it sounded like a great learning opportunity for us. It gave us a catalyst to move into what we want our data infrastructure to look like moving forward . . . . We weren’t asking the right questions in the right spaces. The process of turning over rocks was helpful — saying, ‘Oh, wow. We didn’t understand we could do it this way.’
Introductory mathematics sits at the center of many of higher education’s most persistent challenges: student momentum, retention, and timely progress into majors. Institutions know these courses matter, yet efforts to …
Faculty are often exposed to the finer points of digital accessibility through intimidating technical language such as Web Content Accessibility Guidelines (WCAG). Faculty development programs typically present those technical standards …
Faculty commonly assign lab reports, presentations, discussion posts, research papers, and reflections that ask students to practice communication, problem solving, analysis, teamwork, and self-directed learning. All of those are skills …