WCET is the national leader in the practice, policy, & advocacy of technology-enhanced learning in higher education.
Today we’re excited to welcome Mary Ellen Dello Stritto and Kathryn Linder from the Oregon State University Ecampus Research Unit to introduce an excellent new resource: the Report Reader Checklist. This checklist is a set of criteria that can help guide report readers and evaluate online education. Thank you to Mary Ellen and Katie for […]
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We love insights and stories about improving academic integrity in all settings and we welcome today’s guest post. Beth Rubin, Ph.D., has been practicing and leading online education at for-profit and non-profit universities for the past 19 years. She is currently the Dean of Adult and Online Education at Campbell University. Relatedly, WCET invites you […]
Read MoreMany conversations in Senate Health, Education, Labor, and Pensions Committee meeting on the reauthorization of the Higher Ed Act focused on dual or concurrent enrollment. Concurrent enrollment was also in the news in the past few years when The Higher Learning Commission clarified that instructors of dual-credit courses (within the HLC’s region) are required to […]
Read MoreIt’s a DETA Update! Today we welcome Tanya Joosten, Director of Digital Learning Research and Development and Co-Director, National Research Center for Distance Education (DETA) and Technological Advancements at the University of Wisconsin-Milwaukee, to give us an update on DETA. DETA was established with funding from the U.S. Department of Education Fund for the Improvement […]
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Today’s post is an important example of how a campus culture can impact student success. WCET is happy to share this post from Sarah Torres Lugo, Research Assistant with NCHEMS and the Foundation for Student Success. Sarah is here to discuss a Foundation for Student Success project which connects model (mentor) institutions with other institutions […]
Read MoreShould we count all students when analyzing higher education, or only some of them? We think all students should be included….and community colleges are often misrepresented by not doing so. This third post in a series of posts on the IPEDS Outcome Measures data (released by the U.S. Department of Education late in 2017), we […]
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How do you define academic rigor? I know when I was completing my undergraduate and graduate coursework, I could tell the difference between a rigorous course and one that would be a little less time consuming. I also understood, especially in graduate school, that the more rigorous a course was, the more I “got out […]
Read MoreEven a gazillion dollar industry like the National Football League can be blind to accessibility needs, at times. Perhaps, even, color blind. If you have not seen it, be sure to look at this video of the game in which they had the two teams wear special jerseys all of one color… While we […]
Read MoreWhen passed in 1965, the Higher Education Act (HEA) was intended to “to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.” Updated or “reauthorized” several times since then, the Act has historically housed most of federal resources and regulations for higher education […]
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The Integrated Postsecondary Education Data System (IPEDS) recently released its 2016 distance education data. This report shows course enrollment for distance education programs in the United States. Today, we welcome Terri Taylor-Straut, Senior Research Analyst for WCET, to WCET Frontiers. Terri joins us to review some of the trends in the recently released information and […]
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