by Pegah Maleki, Intern, Equal Measure
With the rapid growth of digital programs and services in the wake of the COVID-19 pandemic, Historically Black Colleges and Universities (HBCUs) have accelerated their digital learning strategies, expanding their approaches and trying new ones to meet the needs of students. Digital learning efforts have driven experimentation for transformative teaching and learning experiences, such as increasing access to courses for nontraditional learners and extending the deep community and culture that exist at HBCUs.
Voices from the Classroom spotlights the reflections of students and faculty at Morehouse College engaged in the online business administration bachelor’s degree program, providing a window into how online environments can amplify student learning at HBCUs.
Our conversations with Morehouse College students and faculty revealed several core considerations for implementing digital learning at HBCUs. Most significantly was the desire for intentional institutional efforts to translate the resources and community of an in-person Morehouse College experience. Students continued to look for close-knit relationships and a brotherhood within the online classroom and beyond. These relationship-focused environments enabled critical conversations about students’ experiences as Black men living in America. Strategies like creating group messages for continuous communication, even after classes, and leaning on peers for guidance and support came up as important factors in students’ educational experience.
For faculty members, engagement like having earlier input in online program development and establishing regular check-ins with instructional designers were cited as important factors for success.
The reflections from faculty and students have helped surface potential ways for HBCUs and other postsecondary institutions to improve their digital learning efforts and contribute to an enriching educational experience. HBCUs play an important role in creating meaningful learning opportunities, fostering belonging, and providing mentorship for students.
DOWNLOAD THE PUBLICATION
“The online guys have a GroupMe [which is student-managed]. They invited me, and I sit there, every day since my class started, which is now over a year. They sign on in the mornings and say what they’re thankful for. And this is an outcome of our engagement. … Their point was, ‘We want to continue what was started in your class, and we want to always be here for one another in ways that we know we aren’t in person, but that should not stop us from being here.’”
―Faculty reflection on student connectivity