We discuss what makes an online or blended course truly effective in 2026, how institutions can move beyond emergency remote teaching toward intentional design, and the role instructional designers play in helping faculty create meaningful, flexible learning experiences. Whether you’re a faculty member, administrator, or higher-ed professional thinking about the future of teaching and learning, this conversation offers actionable ideas and a look at where the digital classroom is headed next. 

Links: 

• CITI Program’s Navigating Online and Hybrid Teaching course
  https://about.citiprogram.org/course/navigating-online-and-hybrid-teaching/ 
• UCF’s Center for Distributed Learning
  https://cdl.ucf.edu/  

Please reach out if you have: 

• An idea for a topic you’d like to hear covered this season 
• A perspective you think deserves more attention 
• Or if you’re interested in being a guest on the podcast 

Ed Butch - ebutch@citiprogram.org 

• Matt Kelly’s Radical Compliance Newsletter: https://www.radicalcompliance.com/author/admin/ 
• Matt Kelly’s LinkedIn profile: https://www.linkedin.com/in/mkellycompliance/ 
• CITI Program’s Health and Safety Solution: https://about.citiprogram.org/solutions/health-safety/ 
• CITI Program’s Biomanufacturing Solution:   https://about.citiprogram.org/solutions/biomanufacturing/ 
• CITI Program’s Healthcare Solution: https://about.citiprogram.org/solutions/healthcare/ 

• CITI Program’s International Student Success Series:                https://about.citiprogram.org/series/international-student-success/  
• The American Academy: https://www.pucpr.br/american-academy-en/   

Additional Resources: 

• CITI Program’s Campus Health and Wellbeing Series:                https://about.citiprogram.org/series/campus-health-and-wellness/ 

Two CITI Program colleagues, Andra M. Popa, JD, LLM, Assistant Director of Healthcare Compliance, and Anne Hawkins-Badge, DHSc, MSPH, Assistant Director of Environmental Health and Safety, discuss their respective regulatory expertise that directly aligns with the U.S. Sentencing Guidelines' seven key elements. In their discussion, they highlight the similarities and skills that may apply to a professional compliance position from their respective backgrounds. 

Additional Resources: 

• CITI Program’s Healthcare Solution:                https://about.citiprogram.org/solutions/healthcare/ 
• CITI Program’s Health and Safety Solution: https://about.citiprogram.org/solutions/health-safety/ 
• CITI Program’s Higher Education Training Solution: https://about.citiprogram.org/solutions/higher-education/  

• On Research Podcast: https://www.buzzsprout.com/2112707  
• CITI Program’s Research Foundations Solution: https://about.citiprogram.org/solutions/research-foundations/ 

Together, they explore how research experiences—especially in the early college years—can ignite curiosity, develop critical thinking, and help students connect more deeply with their education. Dr. Piazza shares her own journey, the value of mentorship, and how research can empower students to find their voice, regardless of major or background. It’s a conversation that reimagines how institutions can engage undergraduates in transformative ways. 

Additional Resources 

• On Research Podcast - https://www.buzzsprout.com/2112707  
• CITI Program’s Research Foundations Solution: https://about.citiprogram.org/solutions/research-foundations/  

Julie is the Owner and CEO of Core Rising which she launched in 2021 to help individuals, leaders and organizations do their best work by providing individualized and team coaching services. Drawing on 25 years’ experience working with executive and management teams in the healthcare industry, Julie works with clients to identify their own core values and align their lives in ways that bring joy and inner peace.  

Additional Resources  

• Julie Hamilton’s LinkedIn profile: https://www.linkedin.com/in/julie-hamilton-fl555/ 
• CITI Program’s Health and Safety Solution: https://about.citiprogram.org/solutions/health-safety/ 
• CITI Program’s Biomanufacturing Solution: https://about.citiprogram.org/solutions/biomanufacturing/ 
• CITI Program’s Healthcare Solution: https://about.citiprogram.org/solutions/healthcare/ 

• CITI Program’s Higher Education Solution: https://about.citiprogram.org/solutions/higher-education/  

• CITI Program’s Higher Education Solution: https://about.citiprogram.org/solutions/higher-education/  
• Kent State’s Community Engaged Learning Office: https://www.kent.edu/community  

Laura is a designer, adjunct professor, and Managing Director at the Stanford d.school. She specializes in professional education and strategic partnerships, working with companies, nonprofits, and philanthropic institutions to harness design as a catalyst for innovative transformation. 

Additional Resources 

• Stanford d.school: https://dschool.stanford.edu/  

In this kickoff episode, we sit down with Elliot Felix, author of How to Get the Most Out of College and host of The Connected College podcast. Elliot shares insights from his book and his work helping universities foster stronger, more connected campuses. We’ll discuss the changing landscape of higher education, the critical role of engagement in student success, and ways institutions can create a more inclusive, supportive, and connected college experience. 

Join us as we set the stage for a season filled with stories, strategies, and conversations about what it truly means to build an engaged university. 

Additional Resources 

• Elliot Felix’s website: https://www.elliotfelix.com/connectedcollege 

Dr. Hancock has more than 25 years of experience in progressive student and academic affairs.  Most recently, she served as the Vice President of Campus Life and Student Success at Stetson University.  Dr. Hancock now specializes in providing consulting and coaching to industry leaders, assisting them with mindful, equitable, and impactful leadership. 

Lua has a Bachelor of Science in Psychology and African/African American Studies from Rollins College, a master’s degree in Alternative Dispute Resolution from Nova Southeastern University, and an EdD in Higher Education Leadership. 
 

Additional Resources 

CITI Program’s Health and Wellness Series: https://about.citiprogram.org/series/campus-health-and-wellness/ 

CITI Program’s International Student Success Series: https://about.citiprogram.org/series/international-student-success/  

Our guest for this episode is W. Kent Barnds, the Executive Vice President for Strategy and Innovation at Augustana College. He also serves as the Vice President of Admissions, Financial Aid, and Communications and Marketing. 

Additional resources: 

• FAFSA Website
  https://studentaid.gov/h/apply-for-aid/fafsa  

Justin Osborne is the Associate Vice President of the HRP Consulting Group. He has over 15 years of experience in the human subject research field. He began his research career on the commercial IRB side before shifting to the local IRB world. Justin served as a non-scientific board member at the University of Cincinnati’s IRB for several years before returning to the commercial IRB arena. 

Additional resources: 

• HRP Consulting Group 
  https://thehrpconsultinggroup.com/  
• CITI Program’s Series – Institutional Review Board (IRB) Administration  https://about.citiprogram.org/series/irb-administration/  
• CITI Program’s Series – Human Subjects Research  https://about.citiprogram.org/series/human-subjects-research-hsr/  

• CITI Program’s "Higher Education Accelerated Credit" Webinar - https://about.citiprogram.org/course/higher-education-accelerated-credit/ 
• Institutional Best Practices Guide by ACE - https://www.acenet.edu/Programs-Services/Pages/Credit-Transcripts/Institutional-CPL-Best-Practices.aspx 

Dr. Lyles is the Executive Director for Equal Opportunity and Title IX Coordinator at the University of Cincinnati. She holds a PhD and MA in philosophy from the University of Colorado and a JD from Notre Dame Law School.  

Additional resources: 

• CITI Program’s Title IX Series
  https://about.citiprogram.org/series/title-ix/ 
• The Final Rule, which was published in the Federal Register on April 29 of this year -  https://www.federalregister.gov/documents/2024/04/29/2024-07915/nondiscrimination-on-the-basis-of-sex-in-education-programs-or-activities-receiving-federal
• The Final Rule’s accompanying Fact Sheet - https://www2.ed.gov/about/offices/list/ocr/docs/t9-final-rule-factsheet.pdf
• The Office for Civil Rights resource for drafting Title IX policies and grievance procedures - https://www2.ed.gov/about/offices/list/ocr/docs/resource-nondiscrimination-policies.pdf 
• Title IX Administrators should also review the Title IX Athletics NPRM on Sex-Related Eligibility Criteria for Male and Female Athletic Teams, which was published on April 13, 2023 but has not yet moved forward at this time. -  https://www.federalregister.gov/documents/2023/04/13/2023-07601/nondiscrimination-on-the-basis-of-sex-in-education-programs-or-activities-receiving-federal

The discussion continues with Drs. Hosseini and Wieczorek as they examine AI's ethical and bias implications and consider what the future might look like in the classroom and in research.  

Additional resources: 

• CITI Program’s courses and webinars on AI:
  • https://about.citiprogram.org/course/essentials-of-responsible-ai/ 
  • https://about.citiprogram.org/course/artificial-intelligence-the-impact-on-academic-and-research-integrity/ 
  • https://about.citiprogram.org/course/ai-in-higher-education-an-overview/  
• Dr. Hosseini’s blog post on AI in the Classroom: 
  • https://blogs.lse.ac.uk/impactofsocialsciences/2023/03/01/moving-slowly-and-fixing-things-we-should-not-rush-headlong-into-using-generative-ai-in-classrooms/   

Part 1 discusses the definition of artificial intelligence in an educational context, current utilization, and the opportunities and challenges for educators. Be sure to tune in next month as Drs. Hosseini and Wieczorek discuss the ethical implications of AI and what the future might look like in the classroom and research.  

Additional resources: 

• CITI Program’s courses and webinars on AI:
  - https://about.citiprogram.org/course/essentials-of-responsible-ai/
  - https://about.citiprogram.org/course/artificial-intelligence-the-impact-on-academic-and-research-integrity/
  - https://about.citiprogram.org/course/ai-in-higher-education-an-overview/  
• Dr. Hosseini’s blog post on AI in the Classroom:  https://blogs.lse.ac.uk/impactofsocialsciences/2023/03/01/moving-slowly-and-fixing-things-we-should-not-rush-headlong-into-using-generative-ai-in-classrooms/   

The episode discusses how an anonymous platform like RealResponse can improve communication for students, faculty, and staff. Though started to focus on the student-athlete experience, RealResponse hopes to expand its use across entire campuses. 

Additional resources:

·         On Tech Ethics RealResponse Episode: https://www.buzzsprout.com/2120643/14720234

·         CITI Program’s Title IX series: https://about.citiprogram.org/series/title-ix/ 

·         CITI Program’s Campus Health and Wellness series: https://about.citiprogram.org/series/campus-health-and-wellness/ 

• CITI Program’s Navigating Online and Hybrid Teaching course: https://about.citiprogram.org/course/navigating-online-and-hybrid-teaching/ 

He did his undergraduate degree at Harvard and his Masters and Ph.D. degrees at Southern Methodist University in Dallas, Texas. Dr. Eren has published over 200 scholarly papers and three edited books. His research, which focuses on Stone Age archaeology and the evolution of technology, has been regularly featured in international media, including PBS NOVA, the History Channel, the BBC, the Discovery Channel, NPR, and MeatEater, among many others.

This episode discusses student mentorship and Dr. Eren’s role as a faculty and research mentor to both undergraduate and graduate students.

Additional resources:

· CITI Program’s Campus Health and Wellbeing course: https://about.citiprogram.org/series/campus-health-and-wellness/

· Kent State University Experimental Archelogy Lab: https://sites.google.com/view/ksuexarchlab/home?authuser=0

The 2023-24 flu and COVID-19 season marks another critical juncture in public health. As we grapple with the COVID-19 pandemic, this season presents the added challenge of co-circulation with seasonal flu strains. Vigilant vaccination efforts and public health measures remain imperative in curbing the spread of both respiratory illnesses. Health authorities recommend the flu shot to reduce strain on healthcare systems, prevent co-infections, and protect vulnerable populations. The ongoing research and surveillance will guide response strategies, emphasizing the importance of personal responsibility, community cooperation, and adaptability in these interconnected public health threats.

Learn more about CITI Program: https://about.citiprogram.org/

First-generation college students in the United States face unique challenges. They are the first in their families to pursue higher education, often dealing with financial limitations, reliance on financial aid, and part-time jobs. They lack the guidance and support systems that students with college-educated parents have, which can make navigating the application process and campus life daunting. Imposter syndrome is a common psychological obstacle, as they may feel like they don't belong. Cultural and social adjustments can lead to feelings of isolation or a cultural gap. Despite these challenges, first-generation students demonstrate resilience and determination, often with the support of mentorship programs.

Learn more about the CITI Program: about.citiprogram.org

Loneliness can often be a common problem amongst college students, especially for students who are leaving home for the first time. Frequently, students do not report their feelings of loneliness to mental health professionals due to the stigma around the feeling of loneliness itself. Students staying silent on their feelings of loneliness can add more mental health factors, including anxiety, depression, and others. However, administrators, faculty, staff, and even fellow students can play a role in addressing loneliness on their college campuses.

Learn more about the CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922349/
• https://www.hhs.gov/about/news/2023/05/03/new-surgeon-general-advisory-raises-alarm-about-devastating-impact-epidemic-loneliness-isolation-united-states.htm

In the summer of 2023, the United States Supreme Court’s decision on affirmative action sent shockwaves throughout higher education. At the center of this decision, two court cases, Students for Fair Admissions v. President and Fellows of Harvard College, and Students for Fair Admissions v. University of North Carolina, changed the admissions practice in the United States. While the implications of the recent affirmative action decision are still beginning to be felt across college campuses, what does the decision mean for diversity? Advocates nationwide have expressed concern about representation and diversity on college campuses and in all fields across the coming years. Many of these advocates also fear the implications of this decision will be felt in graduate and doctoral programs.

Learn more about the CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.epi.org/blog/the-supreme-courts-ban-on-affirmative-action-means-colleges-will-struggle-to-meet-goals-of-diversity-and-equal-opportunity/ 
• https://www.ed.gov/news/press-releases/advance-diversity-and-opportunity-higher-education-justice-and-education-departments-release-resources-advance-diversity-and-opportunity-higher-education

What does the United States Supreme Court ruling on affirmative action mean for higher education? To put it in the most basic terms possible, race is no longer a factor in admissions. At the center of this decision, were two court cases, Students for Fair Admissions v. President and Fellows of Harvard College and Students for Fair Admissions v. University of North Carolina, which have changed the direction of admissions in the United States. Advocates across the country have expressed concern about representation and diversity on college campuses and in several fields, such as STEM, in the coming years.

Learn more about CITI Program: https://about.citiprogram.org/

References: 

• https://www.usnews.com/education/best-colleges/applying/articles/how-does-affirmative-action-affect-college-admissions 
• https://www.brookings.edu/articles/how-will-the-supreme-courts-affirmative-action-ruling-affect-college-admissions/

Over the past several years, many collegiate athletic conferences have changed their membership structures overall. The realignment of conferences will have financial benefits and impacts for institutions, implications for student-athletes, and a new way of thinking for college administrators. More realignments between the collegiate athletic conferences will likely occur over the coming years.

Learn more about CITI Program: https://about.citiprogram.org/

References: 

• https://www.washingtonpost.com/sports/2023/08/07/college-sports-conference-realignment/
• https://www.insidehighered.com/news/students/athletics/2023/08/07/conference-reshuffling-bodes-big-time-instability-college-sports
• https://www.chronicle.com/article/conference-realignment-is-sweeping-college-sports-heres-why-it-matters

While transgender and nonbinary individuals are becoming more visible across different media forms, undergraduate trans and nonbinary students are still largely an invisible minority on most college and university campuses across the United States. Adverse experiences are common for trans and nonbinary undergraduate students across campuses, and they often receive little to no support from services on campus.

Learn more about CITI Program: https://about.citiprogram.org/ 

Resources: 

• https://sahe.colostate.edu/transgender-students-experiences-in-postsecondary/#:~:text=Transgender%2C%20gender%20nonconforming%2C%20and%20gender,services%20of%20student%20affairs%20professionals.
• https://legacy.lambdalegal.org/know-your-rights/article/trans-in-college-faq

Data suggests that LGBTQIA+ undergraduate students are less likely to continue or finish a STEM major than their counterparts. A 2016 study from Queer in STEM identified that approximately less than 60% of queer scientists are openly out. Diverse perspectives and ideas are needed within STEM fields to ensure new ideas and perspectives can contribute to the next important discovery. More data and research is needed to truly understand the impact of LGBTQIA+ individuals studying STEM undergraduate majors.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.stemwomen.com/lgbtq-plus-in-stem
• https://www.science.org/doi/10.1126/sciadv.abe0933

Administrators and faculty members deal with conflict daily. Unfortunately, most have not been taught how to deal with these inevitable situations, and as a result, their interventions may exacerbate the situation, not alleviate it. Conflict in the classroom can be cross-cutting across generations and modalities of learning. The strategies for addressing conflict within the classroom can look different for each independent situation and depend on the student, faculty member, and institution.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://about.citiprogram.org/course/conflict-management/
• https://www.sciencedirect.com/science/article/abs/pii/S0022440506000082

Critical infrastructure is vital to the day-to-day operations of colleges and universities across the United States. In fact, education facilities are a subsector of the government facilities sector, making them one of eighteen critical infrastructure sectors established under the authority of Homeland Security Presential Directive 7 (HSPD-7). As recent as the 2010s, the U.S. Department of Homeland Security has also focused on consolidating efforts between cybersecurity and critical infrastructure by creating the Cybersecurity and Infrastructure Security Agency (CISA) in 2018. Having a focus on institutions of higher education as critical infrastructure would allow for more federal funding for training, expertise, and support to strengthen their security and protect them from potential attacks in the future, both physical and cyber in nature.

Learn more about CITI Program: https://about.citiprogram.org/ 

Resources: 

• https://www.dhs.gov/xlibrary/assets/nppd/nppd-ip-education-facilities-snapshot-2011.pdf 
• https://www.cisa.gov/news-events/directives/emergency-directive-21-04

In 2022, the Biden-Harris administration released a public notice for proposed changes to Title IX. Title IX has seen several public notice periods and rule changes over previous presidential administrations. The most recent proposed rule change to Title IX under the Biden-Harris administration received the most comments ever during the U.S. Department of Education’s public comment period, 240,000 comments. The anticipated final rule of changes to Title IX under the Biden-Harris administration is expected in October 2023.

Learn more about CITI Program: https://about.citiprogram.org/

Resources: 

• https://www.ed.gov/news/press-releases/us-department-education-releases-proposed-changes-title-ix-regulations-invites-public-comment
• https://blog.ed.gov/2023/05/a-timing-update-on-title-ix-rulemaking/#:~:text=U.S.%20Department%20of%20Education&text=The%20Title%20IX%20proposed%20regulations,protect%20LGBTQI%2B%20students%20from%20discrimination

Developmental education in the United States is aimed at developing a student’s abilities in reading, math, and writing prior to enrolling in college-level courses, often at community colleges. Reforms to developmental education date back to the 1990s and have spanned thirty years. The vast majority of reforms to developmental education have all aimed to strengthen student support and alter the content and structure of developmental education. Much debate still exists over which approach to developmental education best fits students, and research in the field is ongoing.

Learn more about CITI Program: https://about.citiprogram.org/

Resources:
1. https://postsecondaryreadiness.org/research/history-developmental-education-reform/
2. https://ccrc.tc.columbia.edu/publications/five-principles-reforming-developmental-education.html
3. https://pullias.usc.edu/blog/tatiana-melguizo-lets-make-math-equity-in-higher-education-a-reality/

While there are more than 250 LGBTQIA+ centers across colleges and universities in the United States, there is still limited data available on LGBTQIA+ individuals on college campuses. In a 2020 survey from the Association of American Universities (AAU), which sampled more than 180,000 undergraduate and graduate students, approximately 17% of students identified as gay, lesbian, bisexual, asexual, queer, or questioning. While LGBTQIA+ individuals on campuses are becoming more visible, there is still opportunity and work which needs to be done by leaders within higher education.

Learn more about CITI Program: https://about.citiprogram.org/

AAU 2020 Survey: https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Campus-Safety/Revised%20Aggregate%20report%20%20and%20appendices%201-7_(01-16-2020_FINAL).pdf

LGBTQ: Students on Campus: Issues and Opportunities for Higher Education Leaders: https://vtechworks.lib.vt.edu/bitstream/handle/10919/84007/LGBTQStudentsCampus.pdf?sequence=1&isAllowed=y

Homelessness, food insecurity, and the need to provide students with resources is an ever-increasing issue. According to the National Center for Homeless Education, unaccompanied homeless youth, while desiring to attend college, may have barriers to enrollment. According to a 2020 Hope Center report, 14% of college students experienced homelessness in 2020. In the same 2020 Hope Center report, several students reported temporarily staying with friends and family or couch-surfing. Increasing access to financial aid tools, increasing access, and expanding resources can assist college and university students of all ages.

Learn more about CITI Program at about.citiprogram.org

In several states, there has been a recent push for community colleges to offer baccalaureate degrees that prepare students for specific jobs in the regional labor market. With community colleges offering more baccalaureate degrees, gaps within higher education from the increased demand for college degrees can be met. Additionally, baccalaureate programs at community colleges can center programs around an occupational focus and or labor market demand tied to local economic needs. The increase in degree programs at community colleges can also increase racial equity within the education system through increasing access to opportunities for students in all communities.

Learn more about CITI Program at https://about.citiprogram.org/

As artificial intelligence (AI), within higher education, continues to grow, so does the debate about bias, accuracy, and grading within the technology. While AI is often seen as providing end-users with pre-written information, the text which mimics human behavior, and advanced chatbots, it can come with positives and negatives within higher education. The newest AI technologies can answer academic questions, grade assignments, and detect plagiarism. However, room still exists for faculty members to be trained on the proper usage of these tools and how to grade on the application of the technology.

Learn more about CITI Program at about.citiprogram.org

Study abroad programs in the United States have been transformed since the onset of the COVID-19 pandemic in March 2020. According to NASFA, higher education institutions in the United States have lost nearly $1 billion due to the shortened or canceled programs. Study abroad programs are important for students as they provide critical competencies and experiences in an ever-expanding global workforce. While almost all institutions re-engaged in their study abroad initiatives following the onset of COVID-19 in March 2020, more investments in international programs are needed to ensure the United States remains competitive globally.

Learn more about CITI Program at https://about.citiprogram.org/

Advising at the graduate and doctoral levels at many institutions differs from advising at the undergraduate level. As the landscape of higher education continues to become more inclusive, so does advising at the graduate and doctoral levels, requiring faculty members to include more diversity, equity, and inclusion principles within their advising practices. While many aspects of the advising climate can be unique to individual institutions, graduate and doctoral faculty advisers should foster an environment that is accessible, communicative, and representative of inclusion.

Learn more about CITI Program: https://about.citiprogram.org/

Student mental health remains a top priority for college and university administrators, faculty, and staff. Before the COVID-19 pandemic, many administrators, faculty, and staff members sought to identify ways to better support students at their institutions. A May 2022 survey by Gallup and Lumina Foundation found that nearly three-fourths of students in a bachelor’s degree program considered taking a break from their academic studies due to emotional distress. Oftentimes, access to health services, including mental health, is better at colleges and universities for students compared to available options outside of higher education institutions. During the COVID-19 pandemic, mental health services have been expanded to include telehealth options for those who need these services. Multiple resources are available to learn more about student mental health, including CITI Program’s Understanding and Addressing Mental Health on Campus: Opportunities and Challenges in Higher Education webinar.

Learn more about CITI Program: https://about.citiprogram.org/

Data management refers to the practice of collecting, organizing, protecting, securing, managing, and securing data for the purposes of analysis. Within higher education, data management plays a wide range of roles and impacts almost every individual on campus in one way or another. Specifically, data management is of great concern to graduate and doctoral students, faculty members, and administrators on campus. As our research practices become ever more connected with the internet and data because more enriched overtime, the need for data management practices to secure, manage, and protect data also increases.

Learn more about CITI Program: https://about.citiprogram.org/ 

According to a 2020 American Association of University Professors report, women in academia continue to have stubborn challenges inside the academy. In the same report, the American Association of University Professors reported that while women comprise 46.7% of full-time tenure and tenure-track faculty members at higher education institutions, the higher the rank, the lower the percentage of women. Available IPEDS data from 2020 shows the salaries for full-time female faculty members are about 81.2% of their male counterparts. Impacts from the COVID-19 pandemic continue to impact women faculty members disproportionately more than their counterparts. A Nature Medicine article from 2022 identifies how women in academia have been impacted by the pandemic, from falling behind in research publications to grant funding.

Learn more about CITI Program: https://about.citiprogram.org/ 

According to the National Center for Education Statistics, adult learners are students who are 25 years of age or older and currently represent approximately half of all college and university students. A report from the Lumina Foundation found more than 25% of undergraduate students are raising a child and approximately 58% are working while enrolled in college or university. Adult learners often enroll in college or university in order to change careers or earn new skills to further their established careers. Often adult learners will have to balance multiple competing priorities while navigating the learning process, such as a career, family, military service, and other circumstances.

Learn more about CITI Program: https://about.citiprogram.org/

Grading practices in higher education vary a great deal between colleges, departments, and universities. The grading practices of a professor often reflect the instructor’s beliefs regarding a student and their motivation and success within an academic discipline. While faculty members might strive for equitable and fair grading practices, they can often perpetuate unfair policies that disadvantage their students. Faculty members can struggle with evaluating their own grading practices, communicating their practices, and assessing their practices as it relates to grading.

Learn more about CITI Program: https://about.citiprogram.org/

In higher education, workforce development is a term used to define a people-centered approach to providing workers with resources to upskill them for long-term success. The workforce development approach is utilized in several fields, from agriculture to manufacturing to STEM. The core aim of workforce development is to cultivate prosperity for individuals, communities, and businesses. In turn, investments in workforce development programs often stem from communities, businesses, and governments at all levels. These investments provide individuals with education, development, and training opportunities to continue learning and maximizing their skills.

Learn more about CITI Program: https://about.citiprogram.org/

Learn more about our guest Adriana Bankston by visiting her page: 
https://adrianabankston.com/

Universal design for learning is a framework which is often applied in educational settings to provide guidelines and accommodate individuals with different learning needs. The term universal design is also often used in architecture to ensure for inclusive design within infrastructure to accommodate all individuals. Both universal design for learning and infrastructure are important and necessary elements for higher education institutions as they incorporate elements of the Americans with Disabilities Act of 1990 (ADA). The ADA, along with universal design principles can provide an accommodating and inclusive environment for all students at an institution. CITI Program’s A 21st Century Approach to ADA Compliance: Equity and Access webinar is available to meet institutional needs.

Learn more about CITI Program: https://about.citiprogram.org/ 

Student engagement is a vital part of the college and university experience, ranging from activities at the student union to international coffee hours and much more across an institution's landscape. Student engagement allows students to interact with one another and form meaningful connections and immerse themselves in experiences which will prepare them for life during and after college. Since the COVID-19 pandemic, the way in which students engage on campus has shifted, with an increase in student demand for online and hybrid activities at an institution. Administrators, faculty, and staff can support students through creating, fostering, and supporting meaningful engagement opportunities which meet students where they are at.

Learn more about CITI Program: https://about.citiprogram.org/ 

The Americans with Disabilities Act (ADA) aims to make education more accessible for individuals with disabilities in both face-to-face and online courses. Accommodations in online learning are equally as important as accommodations in traditional face-to-face courses. In online learning, accommodations can vary from accommodations in face-to-face courses. Accommodations in an online course can range from screen readers to closed captions, transcripts, and more. Currently, multiple resources are available to learn more about accommodations in higher education, including CITI Program’s A 21st Century Approach to ADA Compliance: Equity and Access webinar.

Learn more about CITI Program: https://about.citiprogram.org/

Instructional design is a fundamental component of creating any class, however; differences do exist between traditional face-to-face instruction and online instruction. Since the transition to online learning during the COVID-19 pandemic, online courses have continued to maintain their spot as a fixture within higher education in the U.S. Many students, have continued to enroll in online courses even after traditional face-to-face courses resumed at campuses across the country, due to the flexibility online learning provides. In these online courses, creating a sense of community can be a factor in ensuring a student’s success in the course. Through the principles of instructional design, administrators, faculty, and staff can create an environment in which online courses are just as engaging as traditional face-to-face courses and form an online community.

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The COVID-19 pandemic forced faculty, staff, and students to engage with online learning, which has continued to have a lasting impact on higher education. Online and hybrid learning has continued to increase in popularity, even after the transition to online learning during the onset of the COVID-19 pandemic. With the increase of learners online, factors such as access, equity, and fair grading practices continue to be a major topic of discussion within the field. Many faculty members might perceive their grading practices to be fair, yet those practices can often times unintentionally reinforce achievement gaps amongst students. Fair grading practices in online learning could provide students with a level playing field in an educational environment.

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Student mental health remains a top priority for college and university administrators, faculty, and staff. Since prior to the COVID-19 pandemic, many administrators, faculty, and staff members have been seeking to identify ways to better support students at their institutions. A May 2022 survey by the Gallup and Lumina Foundation found that nearly three-fourths of students in a bachelor’s degree program considered taking a break from their academic studies due to emotional distress. Currently, multiple resources are available to learn more about the current state of student mental health, including CITI Program’s Understanding and Addressing Mental Health on Campus: Opportunities and Challenges in Higher Education | CITI Program webinar.

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To date, the Department of Education has not identified any conflicts between the Clery Act and Title IX. However, it is necessary to understand the reporting requirements for both the Clery Act and Title, with special consideration given to cases of sexual violence and concerns about both federal requirements. Points of consideration between the Clery Act and Title IX include: type of incident, geographic location, and confidentiality among other topics.

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To learn more about our guest speaker visit: Amber Grove, Esq | CITI Program

According to a recent 2021 report from Boston University’s School of Public Health, faculty members are experiencing similar mental health needs as their students. Faculty and staff members often feel a sense of responsibility to support students who are in emotional or mental distress. Even prior to the COVID-19 pandemic, student level data indicated increased levels of anxiety, depression, and suicidal thoughts.

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To learn more about our guest speaker visit: Negar Shekarabi, PsyD | CITI Program

Amber Grove, an adjunct faculty member and the Director of Title IX and Clery Compliance at the University of North Carolina Wilmington spoke to On Campus with CITI Program about the overlap between Title IX and the Clery Act. Amber has served in her role at University of North Carolina Wilmington since January 2016. She initially got her start in higher education in residence life at Duquesne University. In her role as resident director, Amber became involved in Title IX investigations, which transitioned her focus in the field to Title IX. She went on to serve as the Director of Student Engagement and Responsibility at Bethany College, where she oversaw conduct and served as Title IX coordinator.

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COVID-19 is caused by a coronavirus called SARS-CoV-2. Since March 2020, more than 53 million cases have been reported in the United States alone. Throughout the course of the COVID-19 pandemic, multiple variants of concern have become the dominant strain of the virus, such as Delta and Omicron. According to the Centers for Disease Control and Prevention, the Omicron variant is likely to spread more easily than the original strain of SARS-CoV-2. More data is needed on the Omicron variant to form a better understanding of how it compared to the Delta variant, vaccine protection, spread of the variant, and the severity of illness caused by the variant.

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To learn more about our guest speaker visit: Philip Chan, MD, MS | CITI Program

The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act or Clery Act is a federal law signed in 1990 that requires institutions of higher education to disclose information regarding campus security. The Clery Act, which amended the Higher Education Act of 1965, is viewed as a consumer protection law, which seeks to provide transparency around crime, policy, and statistics on campus.

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To learn more about our guest speaker visit: Melinda Latas, MA, MSL | CITI Program