Adaptive Courseware for Early Success Case Study: Florida International University

The Adaptive Courseware for Early Success (ACES) Initiative was a grant-funded initiative supported through the Every Learner Everywhere network. In total, thirteen colleges and universities from Ohio, Texas, and Florida participated in this initiative from 2019 through 2021. Six 4-year universities, which are members of the Association of Public Land-grant Universities (APLU) received direct guidance and support from the Personalized Learning Consortium (PLC), located in the Office of Digital Transformation for Student Success (DTSS).

The goals of ACES were:

• To redesign critical gateway courses taught by faculty committed to integrating equity-centered, evidence-based teaching practices that are enhanced by adaptive courseware
• To create more equitable student outcomes by improving learning and educational experiences for poverty-impacted students, racially minoritized students, and first-generation students

Over the course of two and a half years, the PLC provided intensive coaching, peer-mentorship, collaborative learning and networking opportunities, and educational resources and training to cross-functional, institutional teams at select institutions. These institutions received further support and benefits from the Every Learner network partners, including Achieving the Dream and Digital Promise who offered collaborative learning with participating two-year institutions and program evaluation support, respectively.

Florida International University’s (FIU) goals for participating in the grant included reducing attrition rates of Engineering majors, helping students become better equipped to use prerequisite algebra content in the Calculus for Engineering course, and promoting an engineering identity for students, especially those from underserved backgrounds in the discipline. Students, especially those from underrepresented populations, are more likely to leave a STEM field if they do not identify with it (Oseguera, et al., 2019). The university ultimately hoped to create a multi-tiered support program for the course by using adaptive learning and prioritizing student cost and access to course materials. They also planned to pilot an optional six-week extended semester with adaptive courseware for students struggling with the math topics.