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Inclusive excellence online: Pandemic lessons learned supporting traditionally underserved students

Author

Listed:
  • Baron, Ken

    (University of Maryland, USA)

  • Fritz, John

    (University of Maryland, USA)

  • Mozie-Ross, Yvette

    (University of Maryland, USA)

Abstract

When the COVID-19 pandemic hit and all higher education pivoted to online learning, the University of Maryland, Baltimore County (UMBC) created ‘Finish Line’, a programme designed to help former students with some college, but no degree to complete their studies, often several years after they had left the institution. More than 200 students have done so to date, which was a surprising pandemic silver lining for an institution with fewer than 5 per cent of all courses delivered online before 2020. But was Finish Line just a temporary strategic initiative to get through a global health crisis? Or could it also be a proof of concept for how to meet and support ‘non-traditional’ adult learners where they are — and want to go? In this reflective case study, we offer candid lessons learned to go beyond the logistics of an enrolment management strategy of ‘re-recruiting’ former students through the affordances of online education to reassessing and redefining our ‘inclusive excellence’ mission in a post-pandemic, often digital-first world.

Suggested Citation

  • Baron, Ken & Fritz, John & Mozie-Ross, Yvette, 2023. "Inclusive excellence online: Pandemic lessons learned supporting traditionally underserved students," Advances in Online Education: A Peer-Reviewed Journal, Henry Stewart Publications, vol. 2(1), pages 60-70, September.
    • Handle: RePEc:aza:aoe000:y:2023:v:2:i:1:p:60-70
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    More about this item

    Keywords

    inclusive excellence; student success; online education; institutional transformation;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education
    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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