U.S. Focused on Consumer Protection, Accountability in Rules Overhaul

Inside Higher Ed

AI Education Policy & Practice Ecosystem Framework

Adapted from the research conducted by Cecilia Ka Yuk Chan and the AI Ecological Education Policy Framework, which addressed “the multifaceted implications of AI integration in university teaching and learning, WCET has created a new framework for institutions to develop policies related to AI in higher education.

Planning for Academic Continuity: A Guide for Academic Leaders

Established academic continuity plans allow colleges and universities to use their resources to manage disruptions, rather than using them to develop new plans and policies for each disruption event. While mobile communication and digital learning tools are widely used today on U.S. campuses, these tools have limited use in times of academic disruption without a plan on how to use them to maintain or resume academic operations. Having digital learning tools available to faculty is not useful if those individuals don’t know how to use them, and digital learning tools do not serve students who cannot afford to access them. Academic continuity planning is an essential component of the business continuity plans of colleges and universities, and yet hundreds of schools were not prepared for the months-long academic disruption caused by lockdowns in the wake of the COVID-19 pandemic.

This guide presents results from an analysis of 100 academic continuity plans at U.S. colleges and universities. The results form the basis for recommended academic continuity plan best practices, tools, and templates academic leaders can use to maintain a plan that can be used in both short-term and long-term circumstances. We believe that digital learning tools and platforms provide a solution for moving learning environments online in times of academic disruption. But they also play a bigger role in academic continuity planning. Much like required fire drills to prepare a campus community for a fire emergency, higher education needs to maintain a readiness to face disruptions to academic continuity.

What To Do When the Modality of A Learning Experience is Unclear: Guidelines for Creating Multidimensional Learning Experiences

The mix of technologies used in postsecondary instruction has become increasingly more varied, and information with students about instructional experiences can be confusing. Building upon on a series of WCET works over the past year on digital learning definitions, this paper presents several complex cases, based on real-world examples, where the learning modality is unclear. Discussion includes guidance and recommendations for categorizing and naming learning experiences that do not fit neatly into one category or another.

Professional Licensure Compacts: Myth v. Fact

Programs Leading to a License or Certification

Complying with Professional Licensure Requirements: A Beginner’s Checklist

Student Complaint Information by State and Agency

State Institutional Approval Quick Chart

Foundational Principles for Interstate Compliance