Education Revolution: Dr Justin Louder Of Anthology On Innovative Approaches That Are Transforming Education
An interview with Eden Gold
Pizza or coffee can launch a career.
Never underestimate casual conversations or unexpected opportunities — sometimes your path starts with a slice and a question.
The landscape of education is undergoing a profound transformation, propelled by technological advancements, pedagogical innovations, and a deepened understanding of learning diversities. Traditional classrooms are evolving, and new modes of teaching and learning are emerging to better prepare students for the complexities of the modern world. This series will take a look at the groundbreaking work being done across the globe to redefine education. As a part of this interview series, we had the pleasure to interview Dr. Justin Louder.
Dr. Justin Louder serves as associate vice president for academic innovation at Anthology. He is the former associate vice provost of Texas Tech University’s Worldwide Learning, where he led TTU through a significant transformation from humble beginnings into a division with regional teaching sites around the state, over 100 different online and distance degree programs, more online or hybrid doctoral degrees than any school in the south, a division wide staff of almost 100, and growing fully online enrollments from 1,200 to over 4,000. He holds a B.A. in communication and psychology from Angelo State University, an Ed.D. in instructional technology with a minor in higher education administration from Texas Tech University, and an M.P.A. in governmental administration from Wayland Baptist University.
Thank you so much for doing this with us! Our readers would love to “get to know you” a bit better. Can you share the “backstory” behind what brought you to this particular career path?
I never planned to work in higher education. I started out as an intern for a U.S. congressman, but when he wasn’t reelected, the opportunity ended.
I got into higher education through something as informal as a pizza party. While I was finishing my master’s in communications at Angelo State University, the nursing department received a grant to digitize its programs. A friend of mine suggested I talk to his mom, who was the department chair. Over a slice of pizza, she asked me if I could help them build out one of the first online RN to BSN programs in Texas.
I started right after graduation and helped develop that program and an online master’s in nursing. I digitized lectures and built out online courses using an early version of Blackboard. It’s a fun story — not many people can say their first real job started over a slice of pizza
Can you share the most interesting story that happened to you since you started your career? Can you tell us what lesson you learned from that?
At Texas Tech, I worked on the university’s online K–12 program. Students only came to campus once, for high school graduation. One young man brought his entire family, including his grandparents who flew from Egypt.
I asked them why they made such a long trip. They said they wanted him to celebrate with classmates he had never met in person. His experience in the online classroom meant enough to him that he wanted to meet everyone face to face.
That moment showed me the power of connection in online learning. It reminded me that strong relationships can form even when students aren’t in the same room. Since then, I’ve always prioritized interaction and community in online course design. Those relationships make learning more meaningful.
Can you briefly share with our readers why you are an authority in the education field?
As the Associate Vice President for Academic Innovation at Anthology, I’m not just sitting at the strategy table, I’m working hands-on with campuses across North America to redefine the modern student experience. I work closely with institutions as they chart new paths and develop innovative programs, and support them in enhancing online learning experiences, integrating the latest technologies, and fostering environments that prioritize the learner.
During my time at Texas Tech University’s Worldwide Learning, I played a pivotal role in its growth. From establishing regional teaching sites to launching a wide array of online and distance degree programs, my leadership saw the university gain recognition, especially for its impressive array of online or hybrid doctoral degrees. Beyond my administrative roles, I also served as a faculty member in the College of Education, directly impacting students’ lives.
I’ve also studied the industry, and I hold an Ed.D. in Instructional Technology with a focus on Higher Education Administration from Texas Tech University.
Can you identify some areas of the US education system that are going really great?
1. Academic Freedom
Academic freedom has long been a strength of U.S. higher education, allowing faculty to explore ideas, shape course content, and pursue research without interference. That freedom is essential to academic excellence and innovation. But it’s not guaranteed — we’re seeing growing pressures that challenge open inquiry. It’s critical that institutions continue to actively protect this space, fostering environments where diverse perspectives and honest dialogue can thrive.
2. Diverse Educational Pathways
One of the strengths of the U.S. education system is that it recognizes different paths to success. Students today can choose from four-year universities, community colleges, trade and technical schools, certificate programs, and apprenticeships. There’s a broader understanding now that success doesn’t hinge on a single degree path — what matters is fit, purpose, and opportunity.
3. Growth of Online Learning
U.S. institutions have made significant strides in online education, especially since the pandemic. More schools now offer robust, flexible online and hybrid options that serve a wide range of learners — working adults, parents, military personnel, and those in remote areas. When designed well, these programs match or even exceed the quality of in-person instruction, expanding access without sacrificing academic rigor.
4. Student Access and Opportunity
While challenges around cost remain, access to higher education in the U.S. is broad. There are federal and state-level supports — like Pell Grants and income-based repayment plans — that aim to make college possible for more people. The system isn’t perfect, but it offers more students the opportunity to pursue postsecondary education.
Can you identify the key areas of the US education system that should be prioritized for improvement? Can you explain why those are so critical?
1. Teaching Models
Higher education still relies too much on lecture and memorization. Students deserve instruction that goes beyond content delivery and encourages them to apply what they’ve learned. Assessment should reflect real understanding — not just recall. More project-based learning, flipped classrooms, and active engagement strategies can help students build lasting skills and deeper comprehension.
2. Funding
Institutional funding needs to be more stable and equitable. Without consistent investment, schools can’t plan long-term, improve infrastructure, or retain high-quality faculty. Stronger public funding models — and policies that prioritize affordability and access — would give institutions the runway to innovate and serve more diverse learners effectively.
3. Instruction for All Kinds of Learners
Students learn in different ways, but instruction often caters to a single style. We need to design courses that support visual, auditory, and kinesthetic learners alike. Incorporating multimedia content, flexible assessments, and adaptive tools helps all students stay engaged and succeed.
4. Flexibility in Degree Programs
Degree pathways should reflect real-world outcomes. That means cutting unnecessary barriers and creating more efficient, skills-based options. Modular programs, stackable credentials, and interdisciplinary pathways help learners move at their own pace toward meaningful credentials — and connect more clearly to workforce needs.
Please tell us all about the innovative educational approaches that you are using. What is the specific problem that you aim to solve, and how have you addressed it?
At Anthology, my work is currently focused on two areas. One is the ethical and effective use of AI in education. There’s a lot of concern about what AI means for faculty. I help institutions and educators see where AI can support good teaching and improve learning, both online and in person.
The other is guiding institutions in using the latest version of Blackboard and helping them leverage the industry leading features. The accessibility features and mobile functionality allows institutions to deliver instruction that aligns with how students live and learn today.
Both of these efforts are about helping faculty and institutions improve student outcomes. When teaching becomes more effective, you see graduation and retention rates improve. Our goal is to give faculty the tools they need to support student success in lasting ways.
In what ways do you think your approach might shape the future of education? What evidence supports this?
AI has the potential to transform every aspect of our lives — and it is already doing so. According to Microsoft’s 2024 Work Trend Index, 75 percent of knowledge workers use AI, double the percentage of just six months before. It’s clear that the ways we communicate, make decisions and solve problems are changing as we embrace this new technology.
Education is no exception. Anthology’s recent “AI in Higher Ed: Hype, Harm of Help” study revealed that, as of October 2024, more than half of students in the US expected that their use of generative tools would increase in the next six months and at least 38 percent reported that they were already using these tools during their studies every month. Students are ready for AI, and it’s time for higher education to foster open discussions on how to integrate AI meaningfully in learning and instruction.
So, rather than debating whether AI should or shouldn’t be involved in education, the conversation should shift toward leveraging our teaching and learning approach and harnessing this new technology’s potential.
How do you measure the impact of your innovative educational practices on students’ learning and well-being?
We measure impact through a combination of data and dialogue. Quantitatively, we look at key performance indicators like student retention, course completion rates, and faculty satisfaction scores. But we also rely on qualitative feedback — what faculty and students actually say about their experiences. At Anthology, we support institutions in using analytics tools to identify learning patterns, spot barriers, and make adjustments in real time. Ultimately, impact is about whether students are learning, persisting, and feeling supported — and we believe both numbers and narratives help tell that story.
What challenges have you faced in implementing your educational innovations, and how have you overcome them?
One of the biggest challenges has been navigating change resistance — especially when introducing new technologies like AI or transitioning platforms. Faculty and staff often worry about losing control, increasing workload, or compromising quality. I’ve found that the best way to overcome this is by starting with listening. I work closely with campus stakeholders to understand their concerns and co-create solutions that align with their goals. Pilots, faculty champions, and consistent communication are key. When people see the real impact — like time saved or better student outcomes — their mindset shifts from skepticism to support.
Keeping in mind the “Law of Unintended Consequences” can you see any potential drawbacks of this innovation that people should think more deeply about?
With any educational innovation — especially around AI — there’s a risk of moving too fast without fully considering equity, access, or long-term implications. For example, while AI tools can enhance learning, they can also widen gaps if students don’t have equal access to technology or if institutions don’t provide guidance on ethical and responsible use. There’s also the danger of over-relying on automation and losing the human elements that make education meaningful. Innovation should never come at the cost of connection or inclusivity. We need to build systems that keep people — students, faculty, and staff — at the center.
What are your “5 Things I Wish I Knew When I First Started”?
1 . Pizza or coffee can launch a career.
Never underestimate casual conversations or unexpected opportunities — sometimes your path starts with a slice and a question.
2 . The perfect rollout plan is a myth.
Regardless of what you are launching or rolling out, something will always go sideways. Build in room for adjustment, and never underestimate the power of over-communicating.
3 . Celebrate small wins.
A pilot that goes well, a faculty member who becomes a champion, a student who says “this helped me” — those moments matter more than we sometimes admit.
4 . Faculty buy-in is everything.
You can have the best-designed system in the world, but if faculty aren’t a part of the process, it won’t land. Listening and co-creating with them makes all the difference.
5 . You don’t have to know everything to lead effectively.
Some of the best outcomes have come from admitting what I didn’t know and bringing the right people into the conversation. Collaboration is more powerful than expertise alone.
Can you please give us your favorite “Life Lesson Quote”? Can you share how that was relevant to you in your life?
One of my favorite quotes is from Franklin D. Roosevelt:
“Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.”
I actually included this quote in my dissertation because it has always resonated deeply with me. To me, it’s not about politics — it’s about the essential role education plays in shaping informed, thoughtful citizens. Throughout my career, I’ve seen firsthand how access to education can change lives, and this quote reminds me why the work matters. A strong democracy depends not just on participation, but on preparation — and education is at the heart of that.
We are blessed that some of the biggest names in Business, VC funding, Sports, and Entertainment read this column. Is there a person in the world, or in the US, with whom you would love to have a private breakfast or lunch, and why? He or she might just see this if we tag them 🙂
If I could, I would have loved to sit down with Sir Ken Robinson. His work fundamentally changed how I think about creativity, potential, and how education systems should serve people — not just test them. While he’s no longer with us, his vision still shapes how I approach my work every day.
In that same spirit, I’d love to have breakfast with Will Guidara, author of Unreasonable Hospitality. His ideas about intentional, personalized experiences resonate deeply with what higher education should aspire to. After reading his book, I kept asking: What if colleges treated every student interaction — not just the big milestones, but the everyday moments — with that same level of care and creativity? What if success wasn’t just about metrics, but about how students felt throughout their journey?
Sir Ken talked about igniting a passion for learning. Will talks about surprising and delighting through service. I think both ideas point to a future where education becomes more human, more connected — and far more transformative. I’d love the chance to talk with Will about how we get there.
How can our readers further follow your work online?
Folks should check me out on my LinkedIn, and can follow all of the great work Anthology is doing at Anthology.com and Anthology’s LinkedIn.
Thank you so much for these insights! This was so inspiring!
Education Revolution: Dr Justin Louder Of Anthology On Innovative Approaches That Are Transforming… was originally published in Authority Magazine on Medium, where people are continuing the conversation by highlighting and responding to this story.