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Administrator Needs: Building Faculty Buy-In That Endures
March 17, 2026
For higher ed decision makers, any program initiative can benefit from faculty buy-in, from a minor grading policy update to a full curriculum redesign. In fact, the smallest changes may even prove the most contentious. Being able to generate buy-in from your team of faculty, staff, and administrators becomes a critical skill to have at your disposal.
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Creating Efficiencies for Small Faculty Support Teams
March 17, 2026
As technology advances, so do faculty needs, and support teams are often expected to keep pace with limited staff and expanding responsibilities. Recent findings from the CHLOE 10 report highlight that many institutions continue to operate online learning units with lean staffing models, even as support expectations and online enrollments rise (Simunich et al., 2025, pp. 6–7, 12). Building sustainable efficiencies into everyday processes is increasingly essential for maintaining quality support.
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The Americans With Disabilities Act Title II Final Rule: Overview
April 17, 2026
Accessibility is a key dimension of design for both physical and digital environments. Legislation relevant to accessibility has historically focused on standards and guidelines applicable to physical spaces. In recent years, however, there has been an increase in legislation pertinent to ensuring the accessibility of digital content. Namely, in 2024, the Department of Justice (DOJ) issued a final rule updating regulations for Title II of the Americans with Disabilities Act (ADA). This final rule has significant implications for many institutions of higher education and involves the application of complex, technical guidelines to digital content.
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Plan
Easy and Essential Online Course Elements
September 27, 2021
Transferring your course online opens a world of possibilities. In fact, you might be tempted to spend hours trying to locate and learn new educational technologies, or to rebuild your entire course in the learning management system (LMS). But while effective use of technology can certainly enhance learning experiences, it can also introduce obstacles for both faculty and students.
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Backward Design
September 24, 2021
Backward design is, as the name suggests, a process for designing curricula, courses, and lectures by working backward from big-picture learning goals. The concept, introduced by Grant Wiggins and Jay McTighe (2005), suggests that instructors create assessments, activities, and course content that are explicitly aligned with the broader learning goals of the unit. This is different from the traditional content-driven approach to learning design, which focuses on course content first and only secondarily tries to align that content with learning goals.
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Plan
How to Set Up Your Canvas Notifications
September 24, 2021
Did you know you can elect to receive notifications via email related to specific actions in your Canvas account? Notification preferences are applied across your account to all of your courses. However, you can change notification settings for individual courses by clicking View Course Notifications from the home page of the course.
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Plan
Six Strategies for Multimodal Content Delivery
November 02, 2022
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick & Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality, and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
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Plan
Universal Design for Learning
October 10, 2022
This Envision piece focuses on version 2.2 of the Universal Design for Learning (UDL) guidelines, released in 2018. The UDL guidelines have undergone multiple version updates since the release of version 1 in 2008. For more details on the most recent iteration of the guidelines, review the UDL guidelines overview from CAST.
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