Courseware, in essence, is a comprehensive digital solution designed to support and enhance learning within higher education. It encompasses a wide range of digital tools and resources that students can access to complement their studies. These resources can include interactive content, quizzes, multimedia modules, and more.

One traditional assignment that humanities and social sciences faculty use to help undergraduates develop critical thinking is the primary source analysis.

When she was still in high school, Safa Ghaya, now a senior at Georgia Institute of Technology, was in dual enrollment courses at her local community college and started to notice how technology helps bridge gaps for some students but creates wider gaps for others.

A few years ago, inspired by what she learned participating in the EDUCAUSE Data Literacy Institute, Tanya Brown began to dig into the data from the student success platform she administers for Arapahoe Community College. Right away, she had three concerning observations: When faculty used the system, “recommend withdraw” was the second most common alert they sent to advisors; they used that alert disproportionately for students of color; and, in general, the alerts didn’t do enough to facilitate conversations about getting students the support they needed to succeed.

With a growing number of adaptive courseware products on the market, the task of choosing the right tool or combination of tools has become more difficult for institutions. What are the criteria to use during the evaluation process to ensure that courseware meets the technical needs of an organization and its standards for accessibility and equity?

Designing for neurodivergence is likely to be an important part of teaching and learning in higher education as the increasing number of children diagnosed with the neurodivergent conditions graduate from high school.