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The latest news in higher education and around ACUE
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May 17, 2021

Inclusive teaching matters. Be the difference.

Inclusive teaching is essential to student success.

"Inclusive Teaching for Equitable Learning" is an online microcredential course designed to complement your campus efforts to equip instructors with proven strategies to create a more equitable and just learning environment.

Inclusive teaching matters. Be the difference.
Watch the video

Learning from our students how to foster equity

Kevin Kelly headshot"My students have helped me foster learning equity, even before I formally included them in the process," wrote Kevin Kelly, an ACUE Educational Advisor and lecturer in the Equity, Leadership Studies and Instructional Technology Department at San Francisco State University.

"At first they did this without me fully realizing their role in helping me choose more equitable teaching practices. For example, early in my online teaching a student informed me that requiring him to save assignments as a PDF (Portable Document Format) created a barrier for students who only had a smartphone. Ironically, my students were showing me that I should practice what I teach."
Read Kevin's perspective

Faculty Reflection: CUNY's Jennifer Ault

Jennifer Ault headshotJennifer Ault, an instructor for the CUNY language immersion program at Queensborough Community College reflects on her ACUE experience.

"I can say with great confidence that I have become a more confident and reenergized online instructor as a result of studying with ACUE. Thank you for adding tools to my teaching toolkit that help me to keep my students more actively engaged," she writes.
Read Jennifer's reflection

Open Enrollment Courses: Enrolling Summer 2021

Recharge over the summer—with ACUE.Learning Design

Elevate your teaching and earn microcredentials through ACUE’s Open Enrollment Courses.

  • Designed for all types of college faculty
  • Delivered fully online through a facilitated faculty learning community
  • Based on ACUE's research-based learning design
  • Short, 6-week courses
  • $600 per course enrollment
Discover summer opportunities

Impact Spotlight: Texas Woman's University
Data, research and insights showcasing ACUE's impact at partner institutions.

At Texas Woman's University, ACUE-credentialed faculty closed the course completion gap for Black/African American students in 113 classes with 1,800 students.
Read the research brief

News in Brief

The latest news and opinions in higher education.

Moving From Survival Mode to Change Leadership
“Student success is just as important as ever,” Terry Brown and Lisa Hunter write. They opine that rebuilding higher education after COVID will require fundamental changes. To that end, the authors offer five lessons, such as remembering that students come first. For example, at SUNY Fredonia, they used data analytics to recreate course schedules based on student demand. (Inside Higher Ed)


Skills Equal Success: Focusing on the Value of Learning Outcomes
There are many ways students receive career preparation, according to Andy Jett. And while academia often assigns learning outcomes and objectives for courses, employers may not be able to recognize the skills students have gained, he writes, which is critical. He encourages articulating to students the skills they are gaining so they can, in turn, use that language to discuss them with prospective employers. (The EvoLLLution)


Giving Students ‘Time and Space’ to Process
During the “twin pandemics” of COVID and racism, Scott Mattingly found himself reflecting, leading him to realize students need space to process the issues, too. This led Mattingly to implement an elective at DeSales University entitled, “Pivotal Moments: Fulfilling Your Potential in Times of Change,” in which students grapple with issues they’re facing. Students share, discuss, reflect, and work on projects where they connect their learning to the world. (The Chronicle of Higher Education Teaching Newsletter)


7 Dos & Don’ts for Post-Pandemic Teaching With Technology
According to Flower Darby, instructors can unknowingly cause students distress in their virtual classrooms. Based on student feedback, she offers seven dos and don’ts for faculty. For example, Darby encourages instructors to give students more active-learning and discussion exercises and break up lectures. She also advises instructors to provide more asynchronous materials and activities, which she says will help them teach more inclusively. (The Chronicle of Higher Education)


Will a Rise in Online Learning Open Remote Teaching Opportunities for Faculty?
Robert Ubell, a longtime proponent of online higher education, imagines the effects digital education will have on teaching and learning. He envisions faculty having opportunities to teach from anywhere, allowing them to travel and deliver lessons from different parts of the globe. He also believes the limitations of the credit hour will be lessened, and faculty and students will be able to teach and learn without time constraints. (EdSurge)

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