Institute for Transformational Learning
Established in 2012 by the University of Texas Board of Regents and endowed with $50 million, the Institute for Transformational Learning has a bold mandate:
- To make a University of Texas-quality education more accessible and affordable.
- To improve student learning outcomes and dramatically increase the number of Texans with a college degree and other advanced educational credentials.
A catalyst for innovation, the ITL guides development of next-generation programming models, high impact, technology-enhanced pedagogies, and robust data analytics.
Through its leadership of the Shared System Alliance for Distance Education, the System's educational technology consortium, the ITL leverages the strengths of the U.T. System in procurement and contracting, instructional delivery, and educational research.
As the U.T. System's incubator for educational innovation, the ITL has wide-ranging roles and responsibilities. It is:
- A source of venture capital, which invests in educational infrastructure and cross-institutional initiatives that will significantly improve access, affordability, and student success.
- A system-wide resource for consulting and contracting, assisting the campuses in decisions involving blended and online learning services, software, platforms, and providers.
- A shared service provider and coordinator of system-wide activities, which negotiates master service agreements, manages a central stack of strategic enrollment management services, and operates the U.T. Online Consortium, the System's clearinghouse of online courses; Finish@UT, the System's degree-completion program; and UTxHealth and other online global continuing and professional education programs.
- A project manager, which administers transformational projects involving program and curricular design, program delivery, instructional design, and student support services.
- A research and development engine, playing a leadership role in areas including mobile learning, personalized instruction, competency-based learning, on demand-student services, new coaching models, and learning analytics.
- A leading participant in national conversations about innovation in higher education; the ITL moderates a blog, "Higher Ed Beta," on Inside Higher Ed, serves as a System representative in national and international collaborations and summits involving pedagogical innovation and technology-enhanced education, and works with major foundations to support innovations in teaching and learning.
In one of the first of our foundation partnerships, the ITL, with support from the Gates Foundation, is creating a game-changing student-centered, competency-based platform to support true mastery of skills and competencies, produce exponential gains in student success, and serve as the foundation for transformational programming initiatives across the System, nationwide, and globally.
The ITL's primary objectives are three-fold:
To advance breakthrough pathways to student success.
The ITL is leading transformational, cross-institutional curricular initiatives that are competency-based, industry-aligned, bilingual, and data-driven and that exploit emerging technologies to individualize learning, reduce time to a quality degree, and promote success, especially among students who have historically been underrepresented in higher education.
To design and deploy state-of-the-art educational infrastructure.
TEx, our next-generation educational ecosystem, supports students from the moment they express interest in attending the new university through the moment they graduate and gain employment in their chosen career pathways. It provides anytime, anywhere student support, delivers personalized and highly interactive content, remediation, and enrichment, and encourages powerful networking and collaborative experiences among faculty, students and coaches.
To harness the power of next-generation learning analytics
Fine-grained data analytics allow our campuses flag students at risk of failure, help faculty personalize instruction, alert students to "toxic" course combinations, and allow administrators to assess the effectiveness of their advising programs and student support services.