Challenged by teaching remotely for the first time, faculty felt distanced and disconnected. Since social presence and relationship-building instructional practices promote student success (Glazier, 2016; Richardson, et al., 2017), our teaching center developed a course design institute in which faculty engaged with course climate-focused learning objects to lower the technology barrier, remove fear of new virtual tools, and turn "pandemic teaching" into a positive experience. This poster uses longitudinal data gathered from two years of the design institute to chronicle how faculty self-efficacy increased in implementing instructional practices to develop a course environment that energizes student learning.
Robert J. Menges Award for Outstanding Research in Educational Development 2021The Robert J. Menges Award for Outstanding Research in Educational Development honors sessions by POD Network members that focus on original, transformative research characterized by rigorous, systematic investigation and evidence-based conclusions. Additional details are found on the
POD Network website.
