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tag: University System of Maryland

Blog Post
November 7, 2019

Adaptive Learning Technology + Active Learning Pedagogy in Introductory Statistics

New Reports on Results and Lessons from a Multi-Year, Multi-Campus Pilot in Maryland

There is a general consensus that a quality postsecondary education and credential are critical to success in today’s rapidly changing economy. However, a growing body of evidence has shown that entry-level mathematics courses required to progress toward a degree constitute a formidable barrier to completion of postsecondary credentials, especially for underrepresented minority, first-generation, and lower-income students. Key reasons for this include the disconnected nature of these course offerings and their misalignment with students’ academic and career aspirations, as well as…
Research Report
November 7, 2019

Aligning Many Campuses and Instructors around a Common Adaptive Learning Courseware in Introductory Statistics

Lessons from a Multi-Year Pilot in Maryland

The Adaptive Learning in Statistics (ALiS) project was a multi-year pilot initiative in which faculty members from multiple two-year and four-year public institutions in Maryland used a common adaptive learning courseware in their introductory statistics courses and received training and instructional resources on an active learning and flipped classroom pedagogical approach. The project was organized and led by Ithaka S+R in collaboration with Transforming Post-Secondary Education in Mathematics (TPSE Math), the William E. Kirwan Center for Academic Innovation at the…
Blog Post
July 31, 2017

Putting the Courseware-in-Context (CWiC) Framework into Practice

Challenges of Implementing New Educational Technology at Scale

Earlier this year, Ithaka S+R was awarded a $2.46 million, multi-year grant from the Bill & Melinda Gates Foundation to develop, test, and scale new models of entry-level math instruction in higher education. Working closely with the project partners including TPSE Math (Transforming Post-Secondary Education in Mathematics), Acrobatiq, William E. Kirwan Center for Academic Innovation, the Urban Institute, as well as the two institutions that were part of a pre-pilot study during the 2016-17 academic…
Blog Post
June 9, 2016

Optimizing for the Adult Learner

Roughly 70 percent of today’s college students are “nontraditional students,” meaning that they are over the age of 24, commute to campus, work part or full-time, are financially independent, or have children. Some enter college with only a GED, while others are reentry students with previously earned credits from multiple institutions. Many of these students are low-income, the first in their families to attend college, or come from underrepresented racial and ethnic groups. Despite this new majority, most institutions…
Case Study
June 9, 2016

Serving the Adult Student at University of Maryland University College

Conventional conceptualizations of the “typical” college student as an eighteen-year old, full-time, residential student poorly match reality. Roughly 70 percent of today’s college students are “nontraditional students,” meaning that they are over the age of 24, commute to campus, work part or full-time, are financially independent, or have children. Some enter college with only a GED, while others are reentry students with an assemblage of credits from various institutions. Many of these students are low-income, the first in their families…
Blog Post
February 5, 2015

Blended MOOCs

Is the Second Time the Charm?

Students at Bowie State discuss their experience with a MOOC in this video. Much of the hype surrounding MOOCS has faded and as Steve Kolowich shows in a recent Chronicle piece, “Few people would now be willing to argue that massive open online courses are the future of higher education.” As the Babson Survey Research Group (that Kolowich cites) shows, higher ed leaders are less certain that MOOCs “are a sustainable way to offer courses,” that…
Blog Post
July 10, 2014

Ithaka S+R Releases Report on Hybrid Classroom Experiments at the University System of Maryland

New York, NY—During the same month that The New York Times declared 2012 the “Year of the MOOC,” Ithaka S+R partnered with the University System of Maryland (USM) to determine the feasibility of using MOOCs in new ways—incorporating MOOCs and other online technologies into undergraduate classrooms.  The results of that study are available today:  Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland. Over the course of a year,…
Research Report
July 10, 2014

Interactive Online Learning on Campus

Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland

Online technologies show promise for educating more people in innovative ways that can lower costs for universities and colleges, but how can higher education leaders move forward, confident in their choices about how best to integrate these technologies on their campuses? With a grant from the Bill & Melinda Gates Foundation, Ithaka S+R is working to help provide the answer. Since November 2012, Ithaka S+R has been working with the University System of Maryland (USM) to test a variety of…
Blog Post
October 28, 2013

MOOCs in the Classroom?

Rebecca Griffiths explores an intriguing and potentially high impact application of online learning: MOOCs in the Classroom? What happens when faculty are encouraged to adapt MOOCs intended for large global audiences for use in traditional classroom settings and curriculum? Can this “off label use” bring benefits like improved learning outcomes or the ability to educate more students in a given course? How can institutions make informed, evidence-based choices about the use of these technology enabled courses on their own campuses?…