Leveraging Technical Assistance and Community Building to Sustain SEL-based Dual Enrollment Courses

• In Event: Improving Student Success in Online Dual Enrollment Courses through the Increasing College Access Network

Abstract

Objectives
This presentation centers on the design and development of a comprehensive educator onboarding package for the Increasing College Access Network (ICAN). The resources aim to build instructor capacity to foster social-emotional learning (SEL) through the implementation of six specified SEL strategies into their course activities (see Exhibit 2). The ICAN project benefitted from a strong partnership between the program provider and a local partner, two non-profit organizations that regularly support implementation of SEL and college and career readiness interventions in K-12 settings. Through a collaborative approach to technical assistance, implementation partners helped instructors and college leaders navigate the complexities of online dual enrollment (DE) courses while centering equity and student success.

Perspective
Grounded in research and practitioner insights, the onboarding design draws from multiple frameworks including CASEL (2012; 2015), culturally responsive pedagogy, and virtual learning best practices. Application of the CASEL framework on motivation and engagement to online learning environments shaped both the content and structure of the materials, as instructors served as learners during the onboarding experience. In addition, principles from adult learning theory and instructional design informed how implementation partners approached delivery and ongoing technical assistance for educators.

Methods

We used a design-based research approach that integrated literature review with qualitative inquiry. Focus groups were conducted with community college faculty, high school DE instructors, and students to identify challenges and opportunities in DE courses. These findings directly informed the design of each component and ensured the materials reflected the lived experiences and instructional needs of those closest to the work. To inform continuous improvement efforts and surface participant experience insights, feedback was collected through informal surveys after each session.

Materials

Implementation partners created a set of resources and materials for college leaders and instructors to assist with the implementation of ICAN:
● SEL Playbook providing example activities, planning tools, and onboarding templates for educators;

● Asynchronous online modules featuring multimodal content (e.g., video, reflection prompts, and checks for understanding); and

● Synchronous kickoff session designed to align instructors and site administrators on vision and purpose.

Results
Throughout the two years of implementation, implementation partners increased awareness of and comfort with SEL strategies by providing onboarding and real-time support for instructors through office hours, small group sessions, and monthly planning meetings. Local implementation facilitators also conducted site visits and provided a community of practice series which brought together a broad network of stakeholders to share strategies, address implementation challenges, and connect ICAN to broader state and national efforts in DE and SEL. These supports led to shifts in instruction as instructors adapted and combined SEL strategies to fit seamlessly into their courses.
Scholarly Significance
By integrating SEL into instructional preparation—rather than treating it as an add-on—this presentation advances a more equitable and supportive approach to virtual and hybrid instruction. In addition, this presentation highlights the importance of partnering with a local implementation facilitator, which complements this work by offering localized insights, co-facilitating support sessions, and maintaining active communication channels with instructors.

Authors

• Ashley Fellows, FullScale

• Steven Walvig, Greater Twin Cities United Way