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  • Instructor with students looking at computer monitors

    What education experts are saying about ChatGPT

    By Pearson

    ChatGPT is game-changing technology. As a large language model tool designed to respond to prompts based on a wealth of information it already possesses, the program has taken artificial intelligence (AI) to a new level. With just a simple request, ChatGPT can write essays, poems, computer code, and more. While some of those working in higher education are concerned about ChatGPT, many see great potential in AI technology.

    Recently, Pearson hosted a well-attended AI webinar featuring a panel of education experts and innovators. Part of the conversation centered on helping educators better understand what ChatGPT offers. But the overall focus of the event was to provide perspectives and glean insights on what emergent AI technology means for educators now and in the near future.

    The panelists began by discussing how ChatGPT is changing education. “This is historical,” said panelist Erran Carmel of the American University’s Kogod School of Business. “This will change everything.” Carmel and the other panelists went on to provide plenty of insight on the ways faculty can best embrace AI technology and benefit from it.

    ChatGPT Concerns & Alleviations

    Among those in higher education, the top three concerns surrounding ChatGPT and other generative AI include:

    • Will it be harder to engage students in critical thinking and learning?
    • Will cheating be more common and more difficult to detect?
    • Will students leave school unprepared to contribute to the world?

    While the panelists for Pearson’s webinar acknowledge the potential downsides of ChatGPT, they also recognize the many opportunities. And they have a lot of good advice on how to approach ChatGPT and related AI technologies going forward. This advice includes:

    1. Adapt a growth mindset

    In a recent Pearson survey, fewer than 15% of educators are ready to embrace ChatGPT. But the webinar experts agree that reticence is not the best approach. Instead, the experts recommend that educators familiarize themselves with AI technology and focus on the ways it can benefit teaching methods and student learning. Randy Boyle of Weber State University drove home the importance of embracing the technology when he said, “The organizations that are saying ‘how can we use ChatGPT to enhance our education’ are going to win.”

    2. Bring AI into the classroom

    “Innovative faculty find innovative ways to use disruptive technology.” 

    Panelist Darcy Hardy of Anthology Education and Research Center made this point early in the discussion and the other experts agreed. Instead of banning ChatGPT and similar AI technology, the panelists advocate for teaching it. They suggest designing assignments that teach students how to use AI tools like ChatGPT and how to differentiate between generative AI and human-created works. Doing so can help students understand the applications and limitations of AI. Even simple projects where students critique work done by AI can help them see where AI provides value versus where humans provide value. Such lessons can help students prepare for a future with AI while also helping educators learn more about the ways students use and interact with the technology.

    3. Discuss the impact of AI on the future  

    As generative AI technology continues to improve, it will become capable of doing more tasks at a more complex level. However, this is not the same as replacing human critical thinking and expertise. Both faculty and students can learn how to incorporate AI to be more effective at their respective teaching and learning.

    4. Normalize citing AI

    When used properly, ChatGPT can be a student’s co-pilot. It can help them brainstorm, improve phrasing, and learn new concepts. The webinar’s experts recommend educators determine how they would like to incorporate ChatGPT into their classroom and set guidelines for students to follow. Panelist Anna Mills of City College of San Francisco said she teaches critical AI literacy and believes in “setting a norm of transparency and labeling of AI text.” She recommends students clearly label any portion of an assignment that was generated with ChatGPT or another AI tool—just like they would cite other sources.

    5. Reinforce the value of writing

    Yes, ChatGPT can write an essay. But how does that improve learner outcomes? The panelists agree that writing encourages critical thinking and students need to engage in it. To ensure they do, educators should reinforce the value of writing and set boundaries to ensure the development of critical thinking.

    6. Continue to follow core teaching methodologies 

    Just because technology is evolving doesn’t mean the foundational best practices of teaching have changed. Building a rapport with students, assigning drafts and edits, and being active in student learning can help students understand the value of education and use ChatGPT as a tool rather than a substitute for learning.

    7. Modify the curriculum

    Cheating has been an issue in education for a long time. And, every time technology has changed, new methods of cheating have arisen. In other words, “innovations” in cheating is not a new problem. Educators can respond to ChatGPT in the same way they have responded to other new technologies over the years: they can adjust the curriculum to help prevent the new methods of cheating and ensure students are absorbing the material. “The academic integrity issues are important,” said panelist Erran Carmel, “but we should focus on learning… Let’s not get distracted by [the cheating aspect].” 

    What is the expert consensus on the future of ChatGPT in higher education? 

    The panelists who participated in the webinar all agree that we are in a historic moment of change—and the potential for positive change is high. To make the most of the moment, institutions of higher education should embrace ChatGPT and learn how to make use of it.

    “From a global perspective on education, I could not be more excited,” said Darcy Hardy. The statement echoed the sentiments of all the panelists. There are always challenges when it comes to new technology but, with the right approach, ChatGPT and other generative AI tools can change education for the better.

  • Illustration of human torso showing musculature and internal organs with a focus on the heart, lungs, and major vessels.

    PAL 4.0: Your virtual accomplice in enhanced A&P learning

    By Ruth Heisler

    Practice Anatomy Lab, or PAL 4.0, is a virtual anatomy lab study and practice tool created by faculty (like me) who teach Anatomy and A&P courses to undergraduates at 2-year & 4-year institutions. It is included within Mastering A&P at no extra cost. Conveniently located in the Study Area, it provides students with 24/7 lab access to the most widely used lab specimens and is inclusive of the most common materials used to teach gross anatomy: human cadavers, anatomical models, histology, cat, and fetal pig. What makes PAL 4.0 a secret weapon in your students’ learning journey is the intentional and helpful extras that promote active learning and encourage students to practice using tools such as:

    • Built-in audio pronunciations. For students and faculty alike! Latin and Greek-based anatomical terms aren’t easy. Make sure you are saying them correctly.
    • Muscle Origin, Insertion, Action animations. These focused animations make it easier to visualize where muscles are attached to the bone, and what the action looks like.
    • Flashcards. Customizable and a student favorite!
    • Practice quizzes. Multiple-choice format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit quiz.
    • Practice lab practicals. Fill-in-the-blank format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit practical.
    • 3D Interactive Models. Students can rotate 360°, remove structures, select to see names, and view side-by-side model/cadaver images for comparison. Each of the 30 models is a tour through a system (or part of a system) and allows students to explore and manipulate.
    • Instructor resources. Looking for an image from PAL that is fully labeled? Want to be able to edit those labels and move the leader lines? Show one of the animations in your lecture? Or maybe you just want an image of a single structure highlighted? Downloadable instructor resource files have all of this and more in editable PowerPoints, making it easy to incorporate into a lecture presentation, create a worksheet, or add to one of your LMS assignments.

    PAL 4.0 nudges students to take control of their own learning by implementing more effective learning strategies that activate different areas of the brain. And we know that utilizing different parts of the brain is an important part of the learning process.
    Intrigued by what it has to offer but overwhelmed by trying to figure out how to incorporate it into your course? Here are some suggestions. (Pro tip: pick just one to start with to see how it works for your class and your style of teaching.)

    Integrate images into your lectures and assignments. Screen shots and editable labeled images are available for every image and highlighted structure by downloading the PAL 4.0 instructor resource files. You can use these images in a multitude of ways: add to your lecture presentation, create a worksheet, or include as part of a quiz or assignment in your course LMS.

    Create and assign pre- or post-lab quizzes in Mastering A&P. Mastering A&P has an extensive test bank that includes hundreds of multiple-choice quiz questions, all of which feature an image from PAL. These questions can easily be selected to create a quiz within Mastering A&P. Assigning the quiz and syncing the grade is easy to do through your LMS.

    Create and assign lab practicals in Mastering A&P, for practice or credit. Students love the opportunity to practice. Mastering A&P has an extensive test bank that includes hundreds of fill-in-the-blank questions, all of which feature an image from PAL. These questions can easily be selected to create a practical within Mastering A&P. This can be created as a practice assignment or assigned for a grade. Syncing graded assignments with your LMS gradebook is easy to do!

    The jigsaw method: encourage students to teach each other. This is a favorite of mine. Students are broken into two or three groups, and each group is assigned a portion of the structures from the weekly lesson to learn before they come to lab. They do this using PAL 4.0. Using the test bank that already exists in Mastering, a short pre-lab quiz can be created to hold them accountable. Once they are in lab, they are paired with someone from the other group and must teach each other the material. As we all know, having to teach someone else is a powerful way to learn!

    Use the interactive 3D models in class. Why show static, 2D images in lecture when you can use a 3D model? I love the way these models can be easily rotated, structures can be removed, and relationships of structures can be better demonstrated. Students can access these 3D models in PAL to review and study. Each model is a series of 3D images that can be manipulated and take you on a tour through a body system or portion of a body system. You really should check these out.

    Use Muscle Origin, Insertion, and Action animations in your lecture or recitation. I will confess to occasionally accessing these animations when I have a hard time explaining an action to a student. Whether you use plastic models, human cadavers, or cats in your lab, it can be extremely hard to see where exactly the muscle originates from and/or where it inserts. These animations isolate a single muscle so all of this is easy to visualize, and then shows and narrates the movement. There are also a series of videos specific to the major synovial joints that demonstrate the muscles involved in movement at that specific joint.

    Impromptu “how to pronounce” breaks during lecture or lab. I frequently use this feature to settle arguments as to the “right way” to pronounce a specific structure. Whether it is a colleague or a student that isn’t quite sure, it is easy to click on the name of a structure in PAL and hear the pronunciation. These pronunciations were all carefully vetted by my eloquent co-author Dr. Nora Hebert.

    Make up assignments or provide extra credit. The last few years have taught us to expect the unexpected. PAL 4.0 can help. If a student has an excused absence or if a weather closure (or pandemic) cancels lab, assigning students to review structures in PAL combined with a quiz or lab practical created in Mastering A&P can replace the missed work.

    Beef up your online course. Prior to COVID, I would have told you it wasn’t possible to successfully teach an anatomy course in an online format. Well, I proved myself wrong. We are fortunate to have resources that make it possible for students to have virtual access to resources that support their learning in an online environment. PAL 4.0 is a perfect tool for helping students learn anatomy and, paired with the assessment tools available in Mastering A&P, provides the perfect partner to your online course.

    Independent & supplemental learning. A favorite feature of students is the ability to create their own flashcards. Additionally, faculty can create a customized list of structures for students to review in PAL 4.0, and then create questions in Mastering around this list.

    There are so many ways PAL 4.0 can be incorporated into your course to better support students’ learning. Have you thought of other ways to use PAL 4.0? We would love to hear about it!

  • Young woman with glasses, sitting outside with a laptop, smiling at her phone

    The top 5 Revel features you should be using

    By Pearson

    Looking for an easier, more dynamic way to inspire your students’ learning? Revel® teaching and learning platform from Pearson will feel like a joy compared to textbooks as it integrates videos and dynamic interactives into compelling digital narratives.

    The platform keeps your students on pace, provides a clear view of their engagement and performance, and is easily accessed from the first day of classes. It puts them in the digital driver’s seat and on a smoother road to success.

    Revel improves students' course grades and exam scores. In our numerous research studies, the data show that students who engage with Revel are more prepared for class and get better grades. In addition, instructors benefit when they use Revel performance data to identify struggling students.

    Taking a moment now to learn about Revel’s top features can help improve the learning experience for your learners of today and tomorrow.

    Revel’s top 5 features —

    1. Educator Dashboard: offers an at-a-glance look at overall class performance. It helps instructors more easily identify and contact struggling and low-activity students, ensuring that the class stays on pace. By identifying at-risk students you can implement early intervention strategies to help them succeed in the course.

    2. Embedded Assessments allow for practice and review, improving comprehension, filling learning gaps, and providing feedback. Students can practice and quiz themselves to review concepts while easily assessing their understanding to better prepare.

    3. Shared Writing Assignments foster critical thinking through writing without significantly impacting your grading burden. Throughout each narrative, self-paced journaling prompts encourage students to express their thoughts without breaking stride in their reading.

    Assignable shared writing activities direct students to share written responses with classmates, promoting peer discussion. Essays integrated directly within Revel allow you to assign the precise writing tasks they need.

    4. Shared Media Assignments enable instructors and students to post and respond to videos and other media. Students can also record and upload their own presentations for grading, comments, or peer review.

    Video quizzes engage students while checking their understanding of concepts. Instructors can share videos accompanied by time-stamped multiple-choice questions.

    5. Instructor App enables instructors to easily view performance insights and contact struggling and low-activity students to help them get back on track – anytime, anywhere.

    Teaching tools to love —

    Inspiring active learning enables students to explore, contextualize information, and apply concepts as they read. It unlocks students’ curiosity and immerses them in subjects, reading and practicing in one continuous experience. Research shows this approach leads to higher recall of key concepts versus passive engagement alone.

    Notetaking, highlighting and more make learning fully digital and highly engaging, providing students everything needed for a course — through one continuous, integrated learning experience. Highlighting, note taking, and a glossary let them read and study however they prefer. Instructors can add notes, too, including reminders or study tips.

    Monitoring student progress allows educators to monitor student progress on assigned reading, which is a good indicator of how the class is doing. By tracking reading and having the option to make it a percentage of the final grade, they can hold students accountable and keep them on track.

     

    It's a smooth ride to the future with Revel. Read how from other instructors and the impact Revel has had in their classroom and the lives of their students:

  • A young woman using proctoring tool on a a desktop.

    The role of remote proctoring tools in academic integrity

    By Dr. Caladra Davis

    Academic integrity has been of paramount concern in distance education since its inception. Arguably, the integrity of online classes received increased attention in recent years due to the pandemic when many instructors and students alike were thrust into the world of online learning by force.   

    During this time, upwards of 75% of all undergraduate students were enrolled in at least one distance education course. Further, 44% of undergraduate students took only online classes during this time (NCES, 2022). Some online instructors utilize measures outside of traditional tests to discourage cheating, such as projects, open-ended assessment questions, or other “internet resistant” question types (Suzuki, 2000).   

    However, many of these instructors also require proctored testing as part of their academic integrity toolbox. While in-person proctoring may be the gold standard, as far as control over the testing environment and the test-takers, remote proctoring may be a more cost-effective option for students who do not live near a testing center or students who need to minimize proctoring costs.  

    Pearson has partnered with two titans of the online proctoring industry to offer remote proctoring options directly within MyLab®: ProctorU and Respondus.   

    ProctorU

    ProctorU has been a well-known provider of online test proctoring since 2008. Once an institution or instructor secures an agreement with ProctorU, instructors will receive an institutional key to enable this proctoring option in their MyLab courses. Depending on the type of license that is granted, the testing cost may be covered by the institution, or it could be passed to students with a paywall before they can access the test.   

    Once enabled, ProctorU can be required for selected tests or quizzes. The process for students could not be simpler; students log into their MyLab courses and access their tests or quizzes as they normally would. When students start their tests, a window pops up that walks students through the steps to start their proctored test experience.  

    After completing the multifaceted identity verification process that includes biometric keystroke analysis, facial recognition, and challenge questions, students are monitored virtually by their webcam, microphone, and ProctorU software.  

    Respondus

    Respondus has been part of the online testing industry for over 20 years. Respondus Monitor is their automated remote proctoring system that uses a student's webcam and industry-leading analytics to detect suspicious activity during exams and has been integrated into MyLab since 2020. To enable Respondus Monitor, instructors can choose to enter the Respondus license of their institutions, if available, or they can immediately choose the Student Payment option, which will pass the nominal test cost directly to the student.     

    Respondus Monitor can be required for selected tests or quizzes. Further, instructors can customize the authentication sequence that students must complete prior to starting their tests (e.g., include custom instructions, require students to show their ID, check students’ environment, etc.).

    Proctored testing is one of many tools often utilized by online instructors to help ensure the academic integrity of their courses. For more information about our platform proctoring options, explore MyLab and Mastering® features or speak with your sales rep today.  

      

    Sources  

    United States Department of Education. N.d. Fast Facts. National Center for Education Statistics. Accessed October 26, 2022. https://nces.ed.gov/fastfacts/display.asp?id=80  

    Suzuki, J. (2020, August 4.). Writing good questions for the internet era. American Mathematical Society Blog. https://blogs.ams.org/matheducation/2020/08/04/3229/

  • Improve learning by adding video

    Improve learning by adding video

    By Pearson

    Video is everywhere. With more than a billion hours of video footage viewed on YouTube every day,1 it is a medium that most students are both familiar and comfortable with. The question is not whether to use videos in higher education, but how to use them to improve learner outcomes.There is plenty of research that touches on the role of video in learning, and there are even some studies that specifically examine the different ways of using video in university or college courses.

    After reviewing and analyzing this research, we’re confident that most higher education courses could improve learner outcomes by supplementing instruction and other learning content with relevant educational videos.

    Here are three reasons why.

    1. Students want to learn from videos

    Video is part of higher education even when it’s not officially part of the learning experience. Some higher education students prefer videos to written sources and many will seek out subject-related videos on YouTube, even when they’re not assigned.

    In a survey of hundreds of business students:

    • 71% said they used YouTube as part of their academic learning
    • 70.5% believed they could learn a lot about a subject by watching related videos instead of reading a book2

    In a 2020 study, a group of higher education students was given 30 minutes of online research time to learn enough about a topic to write a brief summary. On average, the students spent 8.5 of their 30 minutes watching videos. Only 15.7% of the students watched no videos at all.3

    Studies also seem to show that the appeal of video is not limited to particular subjects or learning preferences.4 Whatever the course, and whatever the makeup of the student body, including videos can engage students in learning.

    2. Supplemental videos improve learning

    Videos clearly appeal to students, but do they actually help them learn? When combined with other learning methods, there is evidence that they can.

    A 2021 study looked at different ways of using videos in higher education courses. The researchers found that pivoting the course to video — dropping existing teaching methods and having students watch videos instead — did improve learning somewhat.

    But the biggest improvements came when video was added to the existing course content, rather than replacing it.5

    This may be because adding video gives students more ways to understand the content. If the learning didn’t take hold from a lecture or a written text, maybe it would from a video. Whereas when video replaced other methods, if a student didn’t grasp the content from the video, they had no alternative ways in.

    3. Videos can directly affect learning

    Does including videos improve learning by making the course more engaging, or do the videos themselves help improve learning? Understanding this helps determine the best types of video to include in higher education courses.

    A 2014 study experimented with integrating different types of videos into lectures. When the videos were mainly entertaining, students’ motivation and engagement improved. Higher motivation and engagement are associated with better learning outcomes.

    But when the videos were mainly educational and directly relevant to the lecture topic, students performed better on post-lecture quizzes than those who attended a lecture without videos.6

    This shows that while videos can affect learning by engaging students, they can also have a direct effect on students’ knowledge.

    Improving learning for students at all experience levels

    To summarize, based on a range of studies:

    • higher education courses should include videos
    • videos should supplement, not replace, existing course content and instruction
    • videos should be educational in nature and directly relevant to the subject

    When videos are integrated into higher education courses in this way, students — whatever their previous academic history — are more likely to outperform their predicted grades.7

  • Find Your “Why” to Reach Shared Success in OPM Partnerships

    By Scot Chadwick

    Brought to you by Pearson’s Online Program Management team

    Scot Chadwick, Pearson’s Vice President of Partner Success, knows exactly why he pursued a career in higher education: to change lives, and reach non-traditional learners who couldn’t access traditional on-campus programs.     

    That goes back to his days at eCollege, an early pioneer in providing comprehensive technology, services, and support to help institutions move online. More recently, he put his passion to work at the University of Colorado, leading the rebuild and relaunch of CU Online’s team and operations, and set the multi-campus unit on a path to grow from 900 to 6,000 fully online students in its first five years. Here, he shares his experience and insights to help institutions excel in the fast-changing online environment, and partner successfully with Online Program Management (OPM) service providers.  

    What’s your ‘why’?   

    I really enjoy what I do, but more importantly, I enjoy the impact of the work.    

    I started with eCollege, an online pioneer that was a common ancestor to today's OPMs. We offered institutions and their online learners a wide set of services, technology and support, with a first-of-its-kind shared-success business model. One day early in my career at eCollege, one of our academic partners shared an email with us from one of their students, a single mom living in rural Iowa. In her note she said, ‘I just graduated, and I'm so excited. I just wanted to thank you for offering this program online, because I would have never been able to get my degree if it wasn't offered online. There’s no way I could have made it work.’    

    I’ll always remember that. It made a powerful impact on me because I was raised by a single mom who was never able to get her degree, and it still bothers her to this day.   

    When I think about the work that we do, it's about providing opportunity.  

    You’ve been on both sides of the table. How do you build a true collaborative partnership between a university and an OPM, and overcome the challenges?   

    First, it’s about having shared goals. And, as in any good relationship, it's about really good, candid communication. It's about not being afraid to talk about the things that aren’t going well and that we need to be better at together, as well as celebrating things that are going well.    

    Achieving sustained success is very challenging for any online program. Many partnerships go through ebbs and flows: great times where programs are growing at an extremely rapid pace, and other times when they aren’t. Situations change. The individuals involved may also change, which can influence the tenor of a partnership.    

    When you’re in a challenging phase it helps to take a step back, assess the program(s), the market, your shared financials, and make sure your shared goals are still valid, and you still see them the same way. Then talk openly about how you can achieve them together going forward. There’s always room to deliver a better student experience, and to address core issues that may be getting in the way. 

    You’ve stressed shared success. How do you and our partners define that?  

    Shared success means our interests are aligned, both partners are motivated to achieve our shared goals, and we both benefit from achieving them.  

    A shared success goal might be program growth. Or it might be extending a program’s reach to serve students the institution can’t support today, whether geographically or otherwise.    

    The institution may want to deliver a unique and personalized learner experience or demonstrate to employers that their graduates have the skills and competencies that prepare them for career success. These are just a few of the goals we’re working toward every day with our partners.  

    How can an institution make sure its online programs, and our services, align with its unique mission?   

    Again, it starts with clarity of goals, and the why behind the investment of funding and resources. If an institution wants to expand the population they serve via online programs, how will doing this help them achieve their mission? I’ve seen institutions move rapidly into the online space without first investing time with their faculty and staff to ensure everyone understands how it aligns with their institution’s mission.  

    It's critical to have clarity on why it matters. That can be at an institutional level, but it also should be at a school, college, department, or program level.  

    Scaling a high-quality online program in today’s market is challenging and requires genuine collaboration, communication and support institution-wide. 

    There will always be stakeholder questions about how and why the institution is investing significant resources in this area. Effective institutional leaders listen and can clearly articulate “Here’s why it’s important. Here’s how it connects to our mission and something that's bigger than all of us. Here’s why we’re well positioned to do it and how you can contribute to our success.”   

    Institutions and leaders have also become more sophisticated in how they approach expanding their online footprint. Increasingly, they know to think critically about the “why” of their programs and apply a formal process to evaluate opportunities and program readiness internally, sometimes even before they ask us what kind of support we could provide.  

    What might success look like five years from now? What should partners focus on to get there?    

    Historically, many learners thought: ‘I’ll get a degree, and then it’ll pay itself off… somehow.’ But now learners are rigorously evaluating higher education ROI upfront. As just one example, Google has reported significant growth in searches for the ROI of specific credentials – an MBA, an MS in Business Analytics, an MSN degree, a project management certificate, you name it. Earlier this year, for the first time, searches for alternative credentials outnumbered searches for degree programs.    

    Learners are making more consumer-based decisions in a more competitive environment. Institutions need deeper insight into who they’re serving, and into the learner’s overall experience from the first interaction forward. Traditionally, consumers tolerated less-than-stellar experiences at higher education institutions. Those days are over. You want to re-enroll both current alumni and the new alumni you’re creating every day. To develop that brand loyalty, the experience you deliver in every interaction matters, at every stage of the student journey, digital or live. 

    How do you build teams to deliver high-growth online learning that delivers these great experiences and outcomes?  

    I feel fortunate. My team’s work really matters. We get to have a generational impact on people’s lives. Not everybody gets to do that. For me as a leader, everything starts with making sure this is as meaningful to everyone on my team as it is to me. Then, I work to inspire them to continuously learn, challenge themselves, be unafraid to fail, and be collaborative. And I make sure we’re having fun!  

    Layered onto all that, we need a structured and formalized approach to how we engage with partners. We need to ensure we’re aligning ourselves and our leaders with theirs, reflecting what’s important to them as an institution and in their individual leadership roles.    

    Strategic relationship management is really challenging. The impact of our partnerships is massive. We take that very seriously. We must work every day to show value to the institution and to each of its leaders.  

    That involves engaging many people within our organization. Across Pearson, our team has incredible capabilities. It’s our job to bring in that specialized expertise to make sure every partner and program is as successful as possible. When it’s time to think about the partnership’s future, we want them to think: ‘of course we want to do this with Pearson, because this team understands us, and we’ve built trust in what we can accomplish together.’ 

    When you’re not changing learners’ lives or building great partnerships, how do you recharge? Where would we find you on your perfect weekend?  

    I live in Colorado, and we definitely take advantage of living in this amazing state. My hope is you’d find me on a river, somewhere in the mountains, fly fishing with my wife, my kids, and my dog.

  • You woman holding laptop looking out her window

    Starting with Stackables? Learn from Maryville

    By Pearson

    Brought to you by Pearson’s Online Program Management team

    Stackable courses offer immense promise to both learners and institutions. To get started with them successfully, it helps to learn from early adopters – including expert innovators such as Maryville University. 

    Maryville is a nationally recognized pioneer in access and opportunity, meeting learners’ fast-changing needs, and helping people quickly gain practical value from education. Even before the university launched stackables, it partnered with leading regional businesses to offer targeted short-term certificates and badges for employee upskilling, reskilling, and career progress.  

    As Maryville president Mark Lombardi says, “We have entered an era of the democratization of education where access and opportunity are expanding and workforce training on a continual basis is a career imperative. Universities must be able to deliver different types of education and high skill training on a variety of platforms to meet the needs of a growing and diverse workforce and a wide array of employers.”  

    Stackables: A Natural Next Step 

    One key element of Maryville’s growth strategy involves attracting learners who’ve earned some college credit but no degree. These are typically working adults who want to earn promotions or transition into better careers. For learners like these, stackables are attractive and efficient. 

    According to Katherine Louthan, Dean of the School of Adult & Online Education, “We’re solving for future of work issues, focused on upskilling in areas with high industry demand. Students in our existing degree programs tell us they need to dive into the content areas more quickly, so they can showcase what they’ve learned to advance in their position or even start new careers. This is a reasonable approach and one we wanted to accelerate for learners so they can apply what they’re learning right away, and gain value whether they complete a full degree or not.” 

    Innovation That Builds on Strength 

    As Maryville moved into stackables, says Louthan, it made sense to build on existing program strengths. “Where were our signature programs? Where are we growing in the future?” 

    Maryville is especially strong at the intersection of business and technology. It had already launched highly successful programs in areas such as cybersecurity, data science, and software development. Its Fall 2021 stackable launch plan focused on these strengths and included five undergraduate-level certificates in computer science: the three aforementioned subjects, plus artificial intelligence and UX/UI.  

    All are offered for credit towards a degree, or stand-alone for immediate credentialing. Like all of Maryville’s degree-linked stackable offerings, they carry the same pricing and fees either way.  

    Two post-bachelor’s certificates, Big Data and Machine Learning, are offered as stand-alone and embedded within Maryville’s graduate programs in computer science, offering a shorter time commitment and a seamless onramp into a full graduate program if and when learners are ready. 

    In another example of programmatic innovation, Maryville is offering a new post-bachelor’s certificate in Communication Sciences and Disorders, designed for career changers planning to enroll in master’s programs in Speech Learning Pathology (SLP) or doctoral programs in audiology. These individuals often already have a bachelor’s degree but need multiple courses to “level up” before they can pursue graduate work. 

    Communication Sciences and Disorders bundles an essential undergraduate-level foundation in crucial areas such as voice, speech, language fluency, swallowing, and hearing disorders. Carefully crafted to prepare learners for highly competitive graduate programs -- including Maryville’s – it also connects learners to innovative “learn by doing” resources such as the Master Clinician Network. Through MCN, learners can take part in guided observation and start building clinical skills even before they enter graduate school. 

    Off to a Strong Start 

    Since the Fall 2021 launch, early signs are positive, says Louthan. “We’re getting great feedback from students who are experiencing success. We’ve had a lot of interest in areas such as AI and UX where many professionals need to upskill to stay relevant or advance. Our content is also aligned well with employer feedback. We believe we’re creating a successful starting point in addressing students’ growing demand for more flexible options. Whether they will go on to complete their degrees is yet to be seen. We are more focused on whether they are achieving their goals, and we hope they will come back to Maryville when they are ready to, or need to, upskill or reskill again.“ 

    “Challenges always exist in times of change,” says Louthan, “and we are in a time of significant disruption in education and industry. As we work to drive down the cost of education, having a menu of options to meet both learner needs and market demands will require continuous analysis. We also recognize that while certificates are attractive in emerging areas of technology and computer science, some more traditional areas may still require a degree. Students have shared that during this transitional time many employers still require a bachelor’s degree for consideration. 

    “Considering the future of work and the rapid rate of change, we know the model must shift so we can offer learners what they need and want to reach their goals – whatever their goals may be. As lifelong learning evolves, we will continue listening to our learners and employers to best meet their needs. We believe milestone achievements matter to students and they should be recognized for their achievements and able to apply them along their learning journey. We are focusing our work on their success and their ability to achieve their goals.” 

    Placed in broader context, stackability fits well with Maryville’s key strategic goals and institutional mission: to create a global, student-centered active learning ecosystem, to drive transformational innovation around learner outcomes, to define its success by learner success, and to expand access and opportunity. 

    As Dean Louthan concludes, “We understand education isn’t one-size-fits-all. Different students have different circumstances and considerations, and Maryville is committed to being as inclusive and accommodating as possible. Our certificate programs underscore this mission, serving as alternative paths to meet learners where they are — and help them reach their career goals.” 

    Learn more, and explore Pearson's online learning offerings and OPM services  

  • Man looking out the window, with laptop open in front of him

    Designed to Deliver Value: The University of North Dakota Introduces Certificates to its Cyber Security Program

    By Pearson

    Brought to you by Pearson’s Online Program Management team

    How do you deliver value to learners and employers alike? In the hot field of cyber security, the University of North Dakota has cracked the code with the design of its recently launched online program.

    The University of North Dakota is a public research university in Grand Forks, N.D. It offers more than 120 online degree and certificate programs, encouraging students from around the world to explore more than 225 fields of study every year. UND is dedicated to its mission to provide transformative learning, discovery and community engagement opportunities for developing tomorrow's leaders.

    Designing transformative online learning experiences

    In consultation with Pearson Online Learning Services, Vice Provost for Online Education and Strategic Planning  Jeff Holm chose to align the cyber security curriculum with highly sought-after and industry-recognized certifications. Advancing skills in cyber security can mean better job security, higher pay and more leadership opportunities for learners — program features that align with the university’s mission.

    To create a program that appealed to a broad audience while meeting UND’s high pedagogical standards, UND and Pearson established a collaborative working relationship. The teams partnered on course development, tailoring courses to 14 weeks each. Both partners agreed that this gave learners the right amount of time with the material and addressed their needs for convenient, short courses that deliver work-ready skills.

    The university also relied on the partnership for market research and insights, marketing and enrollment support to widen its reach. The strategy was to give more learners valuable career preparation by including certificates in the degree program. With the addition of cyber certificates to the online program, learners can gain recognizable, industry credentials as they move toward earning a full degree — making them more valuable to employers sooner.

    “UND offers a variety of options so learners can tailor their M.S. in Cyber Security to fit specific interests and career goals,” Holm says. “The cyber security master’s program offers four tracks (or) stackable academic certificate options.” One certificate is mandatory. Learners can select two of three other certificate options and graduate with a master’s and three academic certificates. The tracks and certificates include:

    • Cyber Security Analyst track aligned with the EC-Council Certified Threat Intelligence Analyst (CTIA) certification
    • Ethical Hacking track aligned with the EC-Council Certified Ethical Hacker (CEH) certification
    • Computer Forensics track aligned with the EC-Council Computer Hacking Forensics Investigator (CHFI) certification
    • Secure Networks track aligned with the Certified Information Systems Security Professional (CISSP) certification