Presenting and publishing our research is crucial to advancing knowledge in our field and contributing to the global academic conversation. It also allows us to showcase our expertise and establish ourselves as thought leaders in our respective fields, attracting top talent and funding opportunities.

This study focuses on the recent emergency move from face-to-face to remote teaching in higher education due to the coronavirus disease pandemic (COVID-19). This mixed-method study uses data from an anonymous online survey and case study interviews. We aim to examine how this novel phenomenon affected the perceptions and teaching experiences of faculty members who previously taught courses on campus and suddenly switched to remote delivery of their courses during Spring 2020.

Although MicroMasters courses differ from traditional undergraduate level MOOCs in student demographics, course design, and outcomes, the various aspects of this type of program have not yet been sufficiently investigated. This study aims to pave the path towards enhancing the design of constituent courses of MicroMasters programs with the focus on the application of Machine Learning algorithms.

The coronavirus pandemic prompted the Georgia Institute of Technology to design a set of innovative trials focused on novel problems in delivering at-scale learning horizontally. This chapter provides insight into two specific technological tools that adapt solutions for vertical scaling and how these tools can be scaled across many classes. We explain how Georgia Tech identified strategic needs that emerged from the remote learning environment based on faculty survey findings.

This work reports on progress towards building an equitable model to predict the success of an applicant to Georgia Tech's Online Master's in Analytics program. As a first step, we have collected and processed data on 9,044 applications and have trained a predictive model with a ROC-AUC score of 0.81, which predicts whether an applicant would be admitted to the program. Our next steps will include using applicant data to model the successful completion of the Analytics program's three core courses, graduation, and job placement.

Confidence in the value of online learning has been growing at Georgia Tech. The introduction of the Canvas learning management system and the associated support it has been given have allowed more and more faculty to come to appreciate the value of using technology to support their instruction. Still, doubts remain among some faculty that online learning programs have value beyond merely being more convenient for students and instructors.

Massive Open Online Courses (MOOCs) have received a great deal of attention in the field of language learning and teaching. Student engagement, retention and success are major issues in MOOC research in general and language MOOCs (LMOOCs) in particular. This paper presents preliminary analyses of student engagement in an LMOOC entitled

Georgia Tech's Deliberate Innovation, Lifetime Education, follows the work of the Commission on Creating the Next in Education (CNE), an Institute-wide effort of more than 50 faculty, staff, and students.

The commission was convened by Provost Rafael L. Bras and co-chaired by Richard DeMillo, executive director of Georgia Tech’s Center for 21st Century Universities, and Bonnie Ferri, vice provost for Graduate Education and Faculty Development.

This research effort utilizes a Massive Open Online Course (MOOC) to develop high quality assessments testing student knowledge of fundamental concepts in combined static loading. A MOOC is an ideal platform for assessment development as it has a large sample size of diverse students, begins a new session every four weeks, and stores copious amounts of data on student performance. This MOOC first covers material selection, then teaches static loading, and finally examines fatigue failure theories.

The dynamics of higher education in America today are driving the demand for a new set of skills and capabilities for tomorrow’s leaders. Learn how the role of college president is being transformed, the reasons behind these changes, and what the future implications may be for universities.

Authored by Jeff Selingo, Sonny Chheng, and Cole Clark, this research is a collaboration between C21U and Deloitte's Center for Higher Education Excellence. ​