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The goal of this Closer Look is to provide deeper practical tips for assessing, developing, and growing business partnerships at your institution.

Federal Regulations, tying compliance to participation in Title IV HEA programs, require that institutions provide public and individualized notifications for programs leading to a professional license or certification. These notifications are for face-to-face and online programs.

High-quality digital learning is incredibly powerful and effective, and learners of all backgrounds should expect a learning environment that helps them reach their goals. “High-quality digital learning experiences are well-organized and thoughtfully designed” (Every Learner Everywhere, 2021).

HyFlex course formats are “Hybrid flexible” courses. This approach combines face-to-face instruction with virtual instruction. Each class session and learning activity is offered as an in-person, synchronous online, and/or asynchronous online learning experience.

Virtual laboratories are interactive digital, web, and online experiences simulating
experiences from science and engineering labs.

This Closer Look aims to address the new institutional responsibilities beyond notifications required when serving students in programs leading to a license or certifications. The new regulations which include these increased responsibilities will be effective July 1, 2024.

The goal of this closer look is to foster a deeper understanding of how to provide accessible content to ensure that all students, faculty, and staff, including those with disabilities, can access information.

This Closer Look overview provides background information about enrollment trends in higher education due to changes in birth rates, immigration policy changes, and student decisions regarding college. The shift is not only impacting the number of students involved in higher education, but also the types of institutions students are interested in attending. There will be fewer and fewer college-bound students, at least for the foreseeable future, and what does that mean for higher education?

This Closer Look overview provides background information about microcredentials and highlights the key findings from the EDUCAUSE + WCET survey to help WCET members understand the opportunities and navigate potential pitfalls with a microcredentialing.

Culturally responsive digital learning is a powerful tool for promoting inclusivity, equity, and academic success in education (Ladson-Billings, 2014; Gay, 2018). This approach recognizes and values the diverse cultural backgrounds and experiences of students and
uses technology to create personalized learning experiences that incorporate culturally relevant content and teaching strategies (Ford & Grantham, 2020). By embracing cultural diversity, educators can create a more inclusive and empowering educational environment that meets the unique needs and perspectives of each learner (Benjamin & Henry, 2018).

The term “privacy” essentially describes the ability of individuals to control who has access to information about them. In the modern world of omnipresent surveillance and large data collection that fuels everything from marketing campaigns to data sets for algorithms, it can be difficult for individuals to protect themselves and their privacy. Furthermore, privacy laws lag far behind technological capabilities, leaving many individuals to figure out how to preserve their privacy independently.

This document provides a brief overview of regular and substantive interaction as well as answers to several frequently asked questions. It is not meant to be a comprehensive document, however, and any additional questions should be directed to the Department of Education.

Now more than ever, quality internet is crucial for higher education access and success. Although we have been talking about a digital divide for decades, the pandemic made the extent of that divide clear as our students struggled to find broadband and cell phone signals on hardware that was, at times, inadequate.

Alternative assessments, also referred to as performance tests or authentic assessments, are used to determine what students can and cannot do, in contrast to what they do or do
not know. In other words, an alternative assessment measures applied proficiency more
than it measures knowledge. Typical examples of alternative assessments include portfolios, project work, and other activities requiring some type of rubric.

Getting started with AI at your department or institution can be overwhelming. This Closer Look will help you determine what institutional policies need to be developed so your institution can implement generative AI across your campus.

WCET and State Authorization Network Brief.