WGU Labs

College students are weary. Among the more disturbing trends to accelerate during and persist beyond the pandemic is the decline in student well-being. According to many studies, students have become more stressed and less socially engaged. However, researchers have identified a sense of belonging as a key protective factor against the stressors caused by the pandemic. This year, we surveyed 359 faculty members from six institutions to find out the faculty perspective on belonging in the classroom. Our data revealed four key takeaways: ?? 87% of faculty believe it is important to ensure that all students feel like they belong at their institution ?? 75% of faculty received training on implementing inclusive practices in the classroom? ???? Women faculty are ten percentage points more likely than men to take steps to increase students’ belonging and tailor their instructional approaches for diverse learners ?? Faculty that reported most looking forward to a tech-enabled future for education were also most likely to value cultivating belonging in the learning environment. Find the full research brief on our site: https://lnkd.in/guzisMHn

“Despite the prevailing ‘model minority’ myth, which suggests that all AAPI students achieve academic excellence, research reveals a more complex picture. This myth not only obscures the diverse experiences within the AAPI community but also contributes to flawed data collection and research methodologies. These shortcomings prevent educators and policymakers from fully understanding and addressing the needs of AAPI students. To foster more inclusive and effective educational experiences for these students, it is crucial to dismantle these misconceptions and refine our approaches to data collection and analysis,” write WGU Labs Senior Research Scientists Stephanie Reeves, PhD and Anudhi Munasinghe, PhD in our latest blog post. Read the full blog to find their three strategies to address the gaps and flaws in current data collection and research methodologies: https://lnkd.in/geB2pvA5?

Last week, we released new research on a demographic we’ve named Rising Talent — working adults with limited or no postsecondary experience who are stuck in low-wage, low-resilience jobs. Thank you to University Business for covering our research and highlighting the value in supporting these individuals! “Higher education has been historically structured to limit access to members from the U.S. workforce in low-wage jobs and limited postsecondary experience. By understanding their personal, professional and socioeconomic circumstances, the sector can expand its reach to 20% more prospective students,” writes University Business staff writer Alcino Donadel. https://lnkd.in/gNT_xq4K

What is Rising Talent? WGU Labs is leading critical work to reshape access to post secondary education in a human-centric manner we respect and appreciate. Take a look at their recently published Rising Talent research. If you are joining us at the Human Potential Summit, connect with the WGU Labs team to learn more and definitely join for the Keynote from Western Governors University President Scott Pulsipher on Tuesday morning. Rising Talent site: https://lnkd.in/dbHjAw_P Rising Talent Report: https://lnkd.in/gEjWNVaM Rising Talent Research Brief: https://lnkd.in/gFcvieQ6 #education #economicmobility #edtech #humanpotential

“My story of struggling to find employment, navigating broken systems, and having to get creative to survive is not an isolated one. Many disabled people are forced to create their own opportunities as traditional employment presents countless barriers, whether it’s subminimum wage, asset limits, inaccessible transportation, minimal disabled leadership, or inaccessible work environments and education,” writes Keely Cat-Wells, founder and CEO of our Accelerator client Making Space, for Fast Company. “We are constantly left behind and erased. This is ironic, given that there is a labor shortage and a dire need for creative, adaptable, and innovative workers, qualities that disabled people naturally have, from living in a world not designed with us in mind. Despite this, disabled people are still twice as likely to be unemployed in the U.S. The unemployment rates are far, far worse for those with intersectional identities.” Keely has partnered with Fast Company on a series of essays that will be published throughout October, which is Disability Employment Awareness Month. Each week, advocates, professionals, and writers from the disability community will highlight important issues impacting disabled workers, including subminimum wages, the challenges of creating inclusive Employee Resource Groups, and how inaccessible air travel limits career opportunities for disabled professionals. Read Keely’s introductory essay here: https://lnkd.in/e2P6bQz7?

Last month, WGU Labs Senior Learning Experience Designer Tadd Farmer, Ph.D. penned a blog challenging education models that fault students for "cheating" by using AI. Also, our Director of Learning Innovation Omid Fotuhi sat down with Inside Higher Ed to discuss addressing faculty tech fatigue. Find the full recap in this month's newsletter ??

Building better bridges between work and learning will take collaboration between employers, policymakers, and institutional leaders. We recently analyzed two sets of data that can help postsecondary stakeholders better understand Rising Talent — working adults with limited postsecondary education and low-resilience jobs — and their educational needs. At the national level, we analyzed the?National Longitudinal Survey of Youth 1997?(NLSY97). We also examined this population at the institutional level using data from students at?WGU Academy, the platform and service provider of Western Governors University’s individual course and certificate offerings. This dual perspective allowed us to compare and corroborate key insights, and better understand how to support these students in an educational setting. Here's what we found: 1?? Rising Talent have had challenging experiences with the education system. Many of them had low high school GPAs, come from underfunded school districts, and lack guidance and support systems. 2?? They have limited access to and experience with technology. Sixty-seven percent of Rising Talent use a computer less than 9 hours a week, and 27% don’t use a computer at all. Likewise, 75.5% of Academy learners had never taken an online course prior to enrollment. (For reference, the?average person globally spends 7 hours a day online, the majority of college students (54%) have?taken at least one class online, and?92% of jobs require digital skills.) 3?? Rising Talent are more likely to be caregivers. National data shows that Rising Talent are the most likely among all groups to be both single?and?have a larger household size. Additionally, the majority (52.85%) of Rising Talent are women, signaling the possibility that they are likely single mothers juggling several responsibilities.? 4?? They don't have money to spare. Nationally, Rising Talent have a median household income of $25,000, making the cost of higher education out of reach for many. https://lnkd.in/dT3MrXnH

?? Meet Doowii, Inc, our newest Accelerator client. AI offers significant potential for higher education, with the ability to enrich the student experience, boost productivity, and provide more valuable data-driven insights. However, the complexity and perceived expense of developing and integrating AI strategies can discourage some institutions from pursuing these opportunities. By treating AI as a means rather than an end, institutions can realize the benefits of data integration to drive flexible, scalable solutions. Doowii’s AI-powered data integration platform aims to democratize higher education data. By integrating data from various EdTech platforms, Doowi empowers non-technical users to access, analyze, and act on insights quickly and effectively, leading to more precise and proactive interventions. https://lnkd.in/gVfUiaH3

Excited to share new research from the WGU Labs team on Rising Talent — the millions of working adults in the U.S. with limited or no postsecondary experience who are stuck in low-wage jobs. Education has the potential to dramatically change the life trajectory for Rising Talent, but the higher ed system wasn’t built for them. Not to mention the host of other barriers they face that our researchers found: poverty wages, single parenthood, limited computer access, negative K12 experiences, higher incidences of past trauma, first-generation status, and more. But there’s hope. Despite these challenges, about half of the young people identified as Rising Talent in their 20s improved their economic and educational situations by their 30s. All that’s to say, giving people the right support and access to higher education can make a huge difference in their lives. Congrats to the team on this research effort that was months in the making. Can’t wait to explore solutions to support these individuals (which will also support the workforce). https://lnkd.in/gHtWjtX5

?? Congrats to our former Accelerator client Protopia on their biggest launch ever with Western Governors University!