Pushing the Barriers to Teaching Improvement: A State System's Experience with Faculty-Led, Technology‐Supported Course Redesign
To shed light on how institutions of higher education can make sustainable improvements in who can learn what they learn by the time they graduate, we have studied a series of initiatives by the ϡȱ (ϡȱ) to improve the effectiveness and efficiency of selected courses. These redesigns incorporated a variety of learning-centered practices, that is, teaching practices that were chosen and applied using evidence of student learning.