Evidence shows that when faculty and administrators remove barriers to belonging in the classroom, students are more likely to form social ties with faculty and peers, persist through challenging course work, and ultimately succeed. Yet, much of this evidence is based on experiences from in-person courses. So how can we adapt and translate what we know creates opportunities for students to meaningfully connect with peers, faculty, and the course material when the learning experience is online?
In this second webinar in our Quality Instruction series, Pathways course designers, Rachel Beattie and Lewis Hosie, explore what it takes to cultivate a supportive student learning experience in the online space. They share evidence and learnings from the new Pathways brief, Narrowing the Distance in ‘Distance Learning,’ on supports that have been shown to dramatically improve outcomes in online Carnegie Math Pathways courses, and offer practical strategies you can use to foster student belonging and inclusion in any course modality.
