Developing Engaging Online Content for Non-Academic Courses

Concurrent Session 6

Brief Abstract

Thrive Center at the University of Arizona is making a push to offer more innovative student support services online.  This session will look at how traditional face to face support programs are being transitioned online and examine the importance of providing online services to meet students’ needs.

Presenters

Adam Davi is a Senior Instructional Designer at the University of Arizona who works with faculty to design engaging online courses. Adam has worked in higher education for eight years and has a Master of Science in Educational Technology as well as a Master of Arts in Organizational Leadership. He has experience working directly with students as a teacher and learning specialist before transitioning to his role as an Instructional Designer. Adam is passionate about developing innovative courses that foster student success and promote ownership over one’s learning. He loves working in a field that encourages collaboration and creativity.

Extended Abstract

Online learning isn’t just for academic classes.  Student support services are moving online and it is vital to have engaging services to provide students that meet their needs and meet them where they are at, online.  Thrive Center has long provided support services for first generation students, underserved minorities, and students on academic probation.  However, the majority of those services were provided in person.  While still successful with in person programs, many students who couldn’t or wouldn’t come through our doors were falling through the cracks. 

By creating online access to services, more students have access to the support they need to be successful.  Various programs within the department offer support for skills such as time management, test prep, communication, and financial wellness.

This session will examine what the transition to a more dynamic online experience looks like in order to meet student needs.  Conversation and feedback will be encouraged, especially since this process is still a work in progress.  Discussion of further development of programs and collaboration with other campus partners will be included.