The latest news in higher education and around ACUE
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June 25, 2020

Broward College Closes Achievement Gaps for Black and Pell-Eligible Students

Today Broward College and ACUE announced the results of a new study that finds students were more likely to complete and pass their courses when taught by ACUE-credentialed faculty, with the impact being significantly larger on achievement outcomes for Black and Pell-eligible students.
The research, conducted with faculty who completed the ACUE course in the 2017-2018 and 2018-2019 academic years, indicated that an additional 282 students completed their courses and an additional 435 students passed their courses than would have otherwise when controlling for student demographics and other factors.

Among Pell-eligible students, the gap in passing rates was eliminated and larger impacts were seen on course completion rates (compared to students not Pell-eligible). For Black students, the gap in course completion closed and the gap in passing rates was cut in half compared to White students.

"These results show the value of addressing equity issues among our students and providing our faculty with the right tools and practices to serve them," said Dr. Marielena DeSanctis, provost and senior vice president for Academic Affairs and Student Services, Broward College.
Read full announcement
Resilient Faculty: Utah State University

Dr. Travis Thurston, assistant director of USU’s Office of Empowering Teaching Excellence (ETE), collaborates with his colleagues to create a culture supportive of instructional excellence. Faculty relied upon this foundation to come together this spring to support students during a time of transition.

Right away teamwork was evident.

“We had three to four days to make this transition for hundreds of courses," explained Thurston. In addition to professors, thirty graduate students in the university’s Instructional Technology and Learning Sciences program jumped in to lend a hand.

Faculty and staff across campus also recognized the importance of both the mental health and physical needs of students. 

Dr. Colby Tofel-Grehl, associate professor in the School of Teacher Education & Leadership, used Twitter to reach out to USU students, requesting they send her a private message if they were food insecure. “Colby drove around the community to collect food donated by our faculty and staff and then delivered it to students in need,” Thurston said.

To support learning through the fall and beyond, USU continues to find new ways to equip its students and faculty to ensure success, including partnering with ACUE to provide faculty development in Effective Online Teaching Practices

Read story and watch video
More stories
Partner News
University of Nevada, Reno: The Graduate School and Provost’s Office celebrate another successful year of Effective Teaching Practices in Higher Education. A cohort of 19 Master’s and Ph.D. students representing over fifteen graduate programs completed the course from Fall 2019 through Spring 2020. (Nevada Today)

Cal State Northridge (CSUN): Hundreds of CSUN faculty are expected to spend their summer training — helping to ensure that fall online classes will be engaging for students. Faculty will have the opportunity to take their online instruction to the next level by enrolling in ACUE’s Effective Online Teaching Practices course. (CSUN Today)

Strong Start to Finish (SSTF): SSTF has awarded a second round of pooled funding, totaling more than $5.3 million, to accelerate the developmental education reform movement. The grants expand the initiative’s footprint to nearly 5 million undergraduates in 96 universities and 277 community colleges across 12 states. (SSTF Grants Spotlight)

News in Brief

The latest news and opinions in higher education.
DACA Lives for Now
This month, the Supreme Court ruled against the Trump administration's attempt to end the Deferred Action for Childhood Arrivals (DACA) program. President Obama established DACA in 2012 to protect young people, including many college students, brought to the country as children from deportation and authorize them to work in the U.S. Many higher ed leaders are now calling for permanent protection of these "Dreamers." (Inside Higher Ed)
Promoting Equity for Black Lives in Postsecondary Education
Acknowledging the higher education leaders who have called for the dismantling of systemic racism, Rosa Garcia urges colleges to take further actions to support Black lives in the community. She describes steps such as having clear vision, mission, and solidarity statements and demonstrating a commitment to these values through actions, such as prioritizing budgeting for programs that support Black student recruitment and success, among many others. (CLASP)
Straight Up Conversation: The Guy Who's Teaching Professors to Teach
Rick Hess of the American Enterprise Institute interviews Jonathan Gyurko, president and co-founder of the Association of College and University Educators, on topics ranging from the origin of the organization, to the new courses for effective online teaching, to the efficacy data proving students learn better from quality teaching. (EdWeek)
Active Learning in Hybrid and Physically Distanced Classrooms
Given how different this fall will look from previous semesters, Derek Bruff wonders how instructors can engage students in meaningful learning. He offers suggestions for adapting activities to socially-distanced classrooms or hybrid models. For example, instructors can still conduct live polls using Zoom and other software. Bruff also mentions ideas such as collaborative note-taking using a Google Doc and rotating students as lead notetakers. (Vanderbilt Center for Teaching)
What Do We Know About This Spring's Remote Learning?
After COVID-19 forced instructors and students to move instruction online, Doug Lederman considers how the abrupt transition panned out and what we can take from it. He points to Natasha Jankowski’s survey of assessment-related challenges, for example; Jankowski found that many instructors didn’t account for issues like student equity and individual needs and urges them to reflect on the importance of how they evaluate students’ learning in the fall. (Inside Higher Ed)
Teaching for Social Solidarity: Diversity, Equity, and Inclusion in a Time of COVID-19
Higher education must promote social solidarity, write Quincy A.Bevely, Sherri Lind Hughes, and Nicholas V. Longo. They describe three areas for connecting diversity, equity, and inclusion with social solidarity: providing and directing students who lack financial security, technology capability, and more to resources; using storytelling to honor diverse backgrounds and experiences, and practicing culturally relevant pedagogical approaches. (Higher Education Today)
We Are Not in the Same Boat
Emery D. Haley writes that people’s circumstances affect their perception of COVID-19, from students who are balancing childcare with work to those living alone and facing social isolation. Some lack financial resources, and many have been directly impacted by COVID-19, they note. Haley hopes students recognize they aren’t alone in their struggles and that faculty will reconsider communication strategies, adjust their expectations, and offer new support. (GradHacker)
Pedagogies of Care
This collection of open resources from authors in the West Virginia University Press Teaching & Learning Series assists instructors with student-centered, adaptive strategies for the new landscape during this time of disruption. It includes articles, podcasts, videos, and more, covering areas such as design, teaching, collaborative practices, and assessment from authors such as Viji Sathy, Kelly Hogan, Kevin Gannon, and Jessamyn Neuhaus. (Pedagogies of Care)
Sharpen Your Skills This Summer
Did you know our courses in effective teaching practices and effective online teaching practices are available in open enrollment, microcredential courses?

Enrolling now!

July 18: Creating an Inclusive and Supportive Online Learning Environment

August 1: Creating an Inclusive and Supportive Learning Environment

August 1: Promoting Active Learning

August 1Inspiring Inquiry and Preparing Lifelong Learners

August 22Inspiring Inquiry and Lifelong Learning in Your Online Course

August 22: Designing Student-Centered Courses
Explore summer courses
Conference News
ACUE is excited to be participating in several virtual conferences in the upcoming weeks to further enhance effective online teaching. Join us!

REMOTE: The Connected Faculty Summit, July 13-14 – This free virtual conference, hosted by Arizona State University, will showcase 60+ sessions featuring best practices, techniques, and tools related to online teaching. Drop by our virtual booth!

US Digital Learning Association (USDLA) Virtual National Conference, July 21-24 – Join us at our session Practical Tips for Effective Online Instruction to learn best practices in key areas to ensure quality online instruction for student success. Registration is open at the USDLA website.
Welcome, New Partners!
We are excited to welcome our newest institutional members: Amherst College, Ohio Strong Start to Finish, Park University, and Utah State University. We look forward to working with you to credential your faculty members in the use of evidence-based teaching practices that drive student engagement and learning!

*Note: the Q Newsletter is operating on a summer schedule. Stay tuned for our next newsletter coming out on Thursday, July 23.
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