What concrete institutional/instructional practices are required to implement prioritizing equity in digital learning? We identify barriers and accelerants to equity in digital learning based on our national, longitudinal research into the use of digital teaching and learning tools by faculty, students, and administrators (Tyton Partners' Time for Class).

Enter Extended Abstract (Required Field): Equity and access are tantamount to defining student success in higher education. Our national, longitudinal research into the use of digital teaching and learning tools (Tyton Partners' Time for Class) suggests that institutions that prioritize racial and socioeconomic equity in digital learning also report that digital learning has resulted in success for those student subgroups. But what concrete institutional/instructional practices are required to implement the prioritization of equity? This session builds on the insights from Time for Class, a national, longitudinal survey of roughly 1,800 higher education instructors, 300 administrators, and 1,600 students that spotlights digital teaching and learning practices and tools. Our session presents new research on how institutions currently think about the prioritization of equity and access in digital learning and which institutional/instructional practices serve as barriers or accelerators to implementing equity. For example, institutions can do more to measure equity in digital learning: 89% of instructors do not report parsing course-level data by race/ethnicity or financial need, and 26% do not know who at their institution is responsible for accountability data. In addition to presenting our research findings, we will highlight several concrete practices for institutions to implement and support the details of implementation with a Q&A session with our panel members. These experts will offer insights from both the institutional and provider perspectives to give attendees a well-rounded understanding of digital teaching and learning research in action. Participants will: - Gain a greater understanding of equity in digital learning, how to measure it, and barriers to access -Critically examine their institution's prioritization of equity in DL, identify an accountable party -Identify concrete, equity-focused digital teaching practices for implementation