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The purpose of the review is to identify institutional, instructional, and learning practices mediated by educational technology that positively influence the success of certain racial and ethnic groups of American students, including students who identify as Black, African American, Hispanic, Latinx, Latino or Latina, American Indian, Alaskan Native, Indigenous American, Native Hawaiian, or Pacific Islander. The rationale for the review is to better understand what recent and relevant research-based practices in the educational technology field can be replicated and scaled across postsecondary education in the United States (U.S.) to create equitable and inclusive learning experiences. The objective of this research is the identification of practices and/or interventions that are positively influencing student outcomes (e.g., access, learning, grades, course completion, satisfaction, persistence, and others) for the population of interest to encourage implementation across the WCET community. [This report was co-produced by the National Research Center for Distance Education and Technological Advancements (DETA).]

Shows how compliance-gaining theory (more accurately than the "bad news formula") can help to explain the content and style of two kinds of memos that deliver bad news from managers to subordinates. Finds that features of compliance gaining governing message production explicate the power base, verbal strategies and tactics, and negotiating process underlying these memos. (SR)

Describes the development and pilot program implementation of an online campus information service at the University of California at Berkeley called Infocal. Highlights include the establishment of an advisory committee; target audience; control; quality; confidentiality; legal issues; commercial information; policies; computer power; and connections to other services. (LRW)