This chapter explores lessons learned from two different learning analytics efforts at a large, public, multicampus university--one internally developed and one vended platform. It raises questions about how to best use analytics to support students while keeping students responsible for their own learning and success.

This article explores how research-based principles of vocabulary instruction, embedded in the learning cycle, may be enacted through a variety of strategies across the four core curricular disciplines. Examples of the strategies are provided, drawn from English, mathematics, social studies, and science.