The Lastinger Center for Learning at the University of Miami is a research-driven academic support unit that designs and implements evidence-based e-learning practices to improve student success in online and hybrid courses.
It was established in 2006 as part of the university's commitment to advancing teaching quality in digital environments. The center focuses on faculty development, curriculum design, and student engagement tools tailored to online learning challenges. Its work is grounded in cognitive science and educational psychology, ensuring interventions are backed by peer-reviewed research.
Unlike generic tutoring centers, the Lastinger Center does not provide direct academic assistance to students. Instead, it equips instructors with frameworks and tools to create effective online learning experiences. This includes training on course structure, accessibility standards, and assessment design-all aligned with the principles of Universal Design for Learning (UDL).
The center operates through collaborative partnerships with faculty across disciplines. It begins with a needs assessment: identifying common pain points in online courses such as low completion rates, disengagement, or poor performance on assessments. These insights inform targeted interventions.
For example, during a pilot program in 2021, the center analyzed data from 12 online business courses. They found that students who engaged with weekly video summaries had a 23% higher pass rate than those who did not. Based on this, they developed a standardized template for video recaps-short, narrated over slides-and trained faculty to implement it. Within one semester, average course completion rose from 76% to 89%.
Faculty receive customized workshops, instructional design consultations, and access to a library of vetted digital resources. All materials are reviewed against benchmarks set by the National Center for Education Statistics (NCES) and the Online Learning Consortium (OLC).
The center delivers four primary types of support, each targeting a different stage of course development:
| Type | Focus Area | Example Output |
|---|---|---|
| Instructional Design Consultation | Course structure and pacing | A redesigned syllabus with weekly milestones and scaffolded assignments |
| Accessibility Audits | Compliance with ADA and Section 508 | Transcripts added to all videos; alt-text for all images |
| Assessment Development | Valid, fair evaluations | Multiple-choice quizzes with randomized question order and feedback |
| Student Engagement Tools | Interaction and motivation | Weekly discussion prompts with rubrics and automated reminders |
Each service is delivered via a consultative model. Faculty submit requests through a web portal, and a team member schedules a 45-minute session. Follow-up support includes annotated templates and recorded walkthroughs.
One non-obvious distinction: the center does not use learning management system (LMS) plugins or AI chatbots to automate support. Instead, it prioritizes human-centered design. For instance, in 2022, they tested an AI-powered feedback tool in a large-enrollment psychology course. While it reduced grading time by 40%, student satisfaction dropped by 18%. The center concluded that algorithmic feedback lacked nuance and emotional context. They now recommend faculty use structured peer review instead.
The Lastinger Center serves all colleges within the University of Miami, including the School of Business Administration, the College of Arts and Sciences, and the School of Nursing. It supports both undergraduate and graduate programs.
Its primary users are course designers, adjunct instructors, and academic departments managing online degree pathways. For example, the School of Communication adopted the center's module on "Digital Storytelling" in 2020. After integrating the recommended scaffolding techniques-breaking long projects into weekly checkpoints-the number of students submitting final projects on time increased from 62% to 87%.
Use cases extend beyond course delivery. The center also advises on accreditation processes. When the university sought reaccreditation from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the center provided documentation showing how online courses met the same rigor as in-person ones. This helped maintain institutional standing without requiring additional on-campus requirements.
Many assume the Lastinger Center offers tutoring or academic counseling. That is incorrect. It does not provide one-on-one student advising. Students seeking help with writing, math, or mental health should contact the university's Student Academic Resource Center (SARC) or Counseling and Psychological Services (CAPS).
Another misconception is that the center only supports STEM courses. In reality, it has worked extensively with humanities and social sciences. A 2023 project with the Department of History involved redesigning a 15-week survey course on global migration. The center introduced interactive timelines, primary source analysis modules, and peer-led discussion forums. Final exam scores improved by 14 percentage points compared to the previous version.
I've observed the center's impact firsthand while co-teaching an online graduate seminar. We applied their structure for asynchronous discussion moderation. We replaced open-ended prompts with guided questions tied to weekly readings. Student participation doubled, and the quality of contributions improved. The center's approach isn't about adding more content-it's about designing interactions that make learning visible and accountable.
For institutions looking to replicate this model, the center publishes annual reports and free toolkits on its website. These include sample syllabi, engagement rubrics, and guidelines for evaluating online course quality.
The Lastinger Center for Learning is not a service provider for students. It is a strategic partner for educators committed to equitable, effective, and measurable online instruction. Its success lies in translating research into practical, scalable solutions that reduce dropout risk and increase learning retention.