A survey recently conducted by the WICHE Cooperative for Educational Technologies (WCET) and the Online Learning Consortium (OLC) with support from Every Learner Everywhere, explores the practices higher education institutions use to support adjunct faculty and their ability to provide quality, inclusive online learning.
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The COVID-19 pandemic changed much of how people responsible for faculty development approach their work in higher education, and many of those changes have been positive. The lessons learned from remote faculty support should be integrated into future offerings as we chart a new path for faculty development moving forward.
The Columbia University Mailman School of Public Health is leveraging the remote teaching versions of its core curriculum courses to develop a high-quality, fully online master of public health (MPH) program.The review model we developed for the online MPH program is being used for targeted improvements to the current blended and in-person core curriculum courses and can serve as a template for the review and development of other online education programs
The Columbia University Mailman School of Public Health is leveraging the remote teaching versions of its core curriculum courses to develop a high-quality, fully online master of public health (MPH) program.The review model we developed for the online MPH program is being used for targeted improvements to the current blended and in-person core curriculum courses and can serve as a template for the review and development of other online education programs
When implemented well, digital learning demonstrates the power to close equity gaps in gateway courses and throughout curriculum. Leveraging digital learning components, such as interactive and individualized course materials, leadership, and faculty across institutions opens the door to creative, effective strategies for improving student outcomes in gateway courses. With the adoption of adaptive courseware and accompanying data analysis, several colleges and universities reveal that digital learning is a promising tool for improving student success — and ultimately closing equity gaps — in high-enrollment, introductory courses.
Zaire McMican didn’t know there was a name for what he’d seen and experienced growing up in Newark, New Jersey until reading The Autobiography of Malcom X in eighth grade. McMican’s teacher, Miss Wallace, introduced him to topics such as internalized oppression and systemic racism, and a lightbulb clicked in McMican’s head.
Realizing the potential benefits of adaptive learning requires research-based approaches, thoughtful instructional design, strategic implementation, processes for continuous improvement, and a commitment to equity and student care.
Extending adaptive courseware across campus requires an iterative approach to program design and support based on an understanding of faculty needs and attitudes.