Category Archives: 21CFaculty

Engaging Faculty to Support a Student Persistence Agenda at N. Arizona University

What are the barriers on your campus to innovations that promote student persistence? That’s the question Michelle Miller, Director of the First Year Learning Initiative with Northern Arizona University, is here to discuss. At NAU, the Persistence Scholars program works with faculty to empower them become informed advocates for new practices that support student persistence. […]

Research Preparation and Engagement of Instructional Designers

WCET was thrilled to help recruit participants for the Spring 2017 Oregon State University Ecampus Research Unit national study on the research engagement and training of instructional designers in institutions of higher education. Today we welcome the authors of the study, Katie Linder and Mary Ellen Dello Stritto, join WCET Frontiers to discuss the results […]

OIG Report on WGU, Part 3: A Brief History of ‘Regular and Substantive Interaction’

Thank you to Van Davis for this third entry on our series examining the U.S. Department of Education Office of Inspector General’s Audit Report of Western Governors University. Today, Van examines the changing nature of definitions used over time. Is it just me or is it hard to comply with changing definitions? Thank you, Van! […]

Digital Credentials for Faculty Professional Development

I’ve held many conversations with higher education professionals about how to encourage the use of instructional technologies in the classroom. Many times the conversation revolves around the newest innovations, what tool is the most user-friendly, or which new tech will capture student’s attention. Eventually, the conversation typically ends with us talking about faculty training and […]

Learning Design for Innovation

Hello and welcome to today’s WCET Frontiers blog post, with guest author John Gillmore, Research Fellow with the Institute for Learning Environment Design at the University of Central Oklahoma. John is here to discuss a new system of course, program, and curriculum innovation: the Learning Environment Design for Innovation (LEDi) model. This is an exciting […]

21st Century Credentials: Telling the Story of the Whole Student

Earlier this month WCET’ers gathered in Salt Lake City to have frank discussions and hear from leading experts in the somewhat nebulous construct of 21st Century Credentials. There is no way I can replicate the conversations held, the discussions, the debate in a blog post. But I can distill some of the themes and learning […]

Benefits of Preparing Faculty to Teach Online Go Beyond the Online Classroom

Today we welcome Kathy Keairns, Director of Web-Based Learning in the Office of Teaching & Learning at the University of Denver, to the Frontiers blog. Kathy has been involved in faculty development and online education for over 15 years and is a member and former co-chair of the eLearning Consortium of Colorado (eLCC).  Today she shares with […]

Mind the Skills Gap

In the final chapter of our three-part set of guest blog posts focusing on the future, we welcome Michelle Weise. Formerly at the Clayton Christensen Institute, Michelle now serves as Executive Director of the Sandbox CoLABorative for Southern New Hampshire University. In that role, Michelle focuses on thinking through the challenges and potential partnerships that […]

Higher Education in the Year 2050: The Age of IoT Global Connectivity

Have you met Robbie Melton, Tennessee’s emerging education technologies evangelist? We sent her back to the future and an in today’s guest blog post, she shares what she found there. Thank you Robbie! What are your thoughts about the future? Russ Poulin, WCET  Hello, I’m Robbie Melton, and I’m writing this blog from the future, […]

Emergence of the Linked Services Sector in American Higher Ed & Lifelong Learning

By now, it borders on trite to declare that American higher education, and, in fact, global higher education stands on the precipice of dynamic, revolutionary, and disruptive change. But the cards that I see being dealt as we enter 2016 indicate that the fracturing of higher education’s dominant model will not only continue, but accelerate. […]