Mandatory Office Hours and Daily Socioemotional Check-Ins Enhance Students’ Learning Experience Amidst Significant Challenge (Poster 23)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Faculty Teaching, Evaluation, and Development SIG Poster Session

Abstract

The abrupt shift to Emergency Remote Instruction (ERI) presented significant challenges to students. Social Emotional Learning (SEL) has been shown to support student well-being and achievement. However, much of the literature has focused on K-12 education. Thus, the current research explores the experiences of 30 students in two Psychology courses (i.e.,Developmental & Experimental Psychology), as their professor employed two SEL strategies (i.e., mandatory office hours and daily socioemotional check-ins) during.. This study employed convenience sampling methods, where students voluntarily participated in the anonymous end of semester evaluations. Several themes emerged from data including deep connection, instructor investment, and sense of belonging. The study provides recommendations for how these strategies may be beneficial in a variety of contexts.

Authors

• Monique Wright, University of the District of Columbia

• Laquesha Barnes, University of the District of Columbia

• Tiffany L. Lathan Smith, Howard University

• Dhymsy Vixamar-Owens, University of the District of Columbia

• Afiya C. Fredericks, University of the District of Columbia