Access to wellness resources has been critical for students during the COVID-19 era. According to CDC’s new data in 2021 more than a third (37%) of high school students reported they experienced poor mental health during the COVID-19 pandemic, and 44% reported they persistently felt sad or hopeless. As such, a number of schools in the U.S. and globally have forged virtual wellness centers for students with a variety of supportive services. Virtual Wellness models range in delivery from mental health supports, suicide prevention, social emotional learning, training, calming apps, sharing sounds and music, and other creative approaches to helping. There has been scant research on this virtual implementation and little or no evaluation systems or frameworks. This presentation seeks to explore models of virtual wellness centers to share, the existing literature virtual center’s efficacy and discussion around evaluative outcomes. Zenone et. Al (2021) notes that when implementing virtual services entities must acknowledge user experiences when moving to a virtual environment; this reality will also be discussed. Through this presentation, the opportunity exists for educators to understand these virtual online wellness resources to support students for potential referral and student flourishing.

Since the pandemic, it has become even more important for institutions of higher education, especially those with online programs, to incorporate student voice into their practices. One of the more common ways to gather student input is by using an end-of course-survey or student experience survey. This is still an effective option, but there are additional strategies that can allow faculty and administration to incorporate student voice, and these additional avenues should be explored. Specifically, research demonstrates that allowing student input on curriculum and instruction helps them feel more empowered in, and accountable to, their learning (Ngussa & Makewa, 2014).

The goal of this presentation is to discuss and elicit participant interaction based on the following questions:

1. What strategies can be most effective in gathering student input on curriculum/assignments, teaching methodology, communication, etc.?
2. How can faculty best incorporate student voices into their facilitation

As part of the discussion around these questions, the authors will provide relevant research as well as personal experiences related to methods used to gather and implement student input and feedback in their online courses. The authors, who are full-time faculty for the online campus at their university, have researched this topic as part of a project on eliciting student feedback and incorporating student voices in the online classroom.

Virtual Reality continues to expand in application in counseling and human services fields for both instruction of practitioners and direct intervention. Wey et al (2022) confirm that the advantage of VR interventions is the incorporation of perspective-taking to stimulate empathy. This is a central component of a field requiring this unique personal and professional stance. Research continues to emerge on the treatment of psychological and mental health challenge through VR as well. This presentation seeks to review international research literature outcomes on VR's utility for helping professions. With the increased demand for counseling support, it is surmised that new technologies will be needed to aptly train individuals. Gao et al (2022) noted that research is still needed in virtual therapy courses' terms of cognitive, emotive and behavioral responses. Professionals in the field will need to be appraised of interdisciplinary VR applications. Future directions in the field will be discussed to help educators consider their own tapping into VR technology in their prospective disciplines.

The paper describes the concept and outcomes of a series of workshops with faculty, staff and students from a teacher education program specialized in vocational education and training (VET). We analyze and reflect upon the conceptual development, facilitation and evaluation of the workshop series. Practitioners and researchers alike will find this article a valuable source for contemplating the effectiveness of design thinking, making and serious play in teacher education. While our case study is situated in the particular context of preparing future vocational school teachers within the German education system, the resulting concepts are applicable to other populations.

Pageantry is a popular activity in the United States, with an estimated 2.5 million women participating every year. For many women, pageants provide a platform to promote their message, earn scholarships, and network with other women. However, first-time pageant contestants often face a significant barrier to entry in the form of the evening gown walk, which is a crucial component of the competition. To help address this issue, an instructional module was developed to teach pageant contestants the skills needed to walk in their evening gowns. The module was hosted on a website, allowing participants to complete the course at their own pace and included short-form videos, quizzes, self-taping, and self-evaluation components. To ensure the usability of the website, a usability test was conducted with three participants and changes were made to the instruction based on their feedback. Additionally, 11 participants participated in the learning effectiveness study by taking a pre-test, post-test, and keeping a reflection journal. This presentation focuses on the implications of the study's findings, including the usability and learning effectiveness of the module. It also explores potential future directions for the learning module.

The digital landscape is rapidly changing, and higher education students must possess adequate online literacy skills to thrive academically (Wagner, 2021). Research has shown that digital literacy courses can positively impact student learning outcomes (Lewin et al., 2019). Studies have found that students participating in digital literacy courses significantly improved their ability to use technology to solve problems and communicate effectively (Yeşilyurt & Vezne, 2023). They can better evaluate sources and distinguish between reliable and unreliable information, thus improving critical thinking and literacy skills (Goodsett, 2020). Digital literacy courses can bridge the digital divide by providing access to technology and training for students who may not have had the opportunity to develop these skills otherwise. Overall, research suggests digital literacy courses prepare students for success in the digital age by providing the skills and knowledge needed to use technology effectively and critically (US Department of Education, 2017).

This microlesson aims to equip new and returning college students with essential digital skills required for success in higher education. The course will cover topics such as online safety and etiquette, digital collaboration tools, navigating the internet, lateral reading, and curating information. The course consists of short videos and infographics, interactive quizzes, and practical activities allowing students to apply their learning to real-world scenarios. Additionally, learners will have access to discussion forums where they can interact with peers, ask questions, and share their experiences. By the end of this course, students will have the digital literacy skills necessary to navigate the digital world confidently.

This session will discuss course objectives, the online tools introduced, activities, and the overall approach to creating this critical addition to becoming a master student in today’s digital climate.

Every student deserves to feel accepted, welcomed, valued, and appreciated. Middle school students are at a formative age where they are navigating and forming their identity, sense of self, and self-security. Students who identify as LGBTQ+ and gender nonconforming can often feel rejected and ostracized by their classmates and teachers, which can lead to depression, bullying, harassment, and even suicide. The goal of this instruction For All was to help middle school teachers see the value in implementing LGBTQ+ and gender nonconforming inclusive strategies into the classroom, and to intend to use them with students and those around them. This instruction took the form of web-based learning modules, and aimed to address the affective domain by pushing teachers to see the value in being inclusive for all students. A usability study and an asynchronous learning assessment were conducted to evaluate the instruction’s usability and effectiveness. The usability study (n=4) helped to point out flaws in the design and make changes for improvements, and the learning assessment (n=16) was used to evaluate the overall effectiveness of the instruction. Overall, participants saw value in implementing the strategies, and intended to do so in their classrooms. However, future work will be needed to find ways for teachers to educate their students to increase student advocacy, and teach fellow educators the strategies to improve overall school climate.

Whether they work in an urban highrise, an industrial warehouse, or a restaurant on the outskirts of suburbia, most professionals spend at least part of their time consulting or cooperating with colleagues or team members. In fact, Attle and Baker estimate that 80% of employed individuals work in groups (2007). However, many students have little experience working in groups during their academic careers (Group Work, n.d.). This experience is vital for their future success in industries that will require them to work well with others and effectively collaborate in teams.

This mini online course is designed to provide students an understanding of how teams work and give each participant the opportunity to practice the skills they have learned. There is no mystery surrounding why some teams are successful and others are not. In fact, a great deal of research has been performed regarding the subject. Our course draws heavily from the work of Dr. Bruce Tuckman, who identified five stages of group development: Forming, Storming, Norming, Performing, and Adjourning (2010). During this course, students will learn how to recognize these stages and also how to maximize the effectiveness of each one. In particular, our course will highlight best practices that will help participants pass smoothly through the uncomfortable but necessary Storming stage of group development. Our universities do an excellent job of producing capable individuals. We feel that this course will contribute to the higher goal of producing capable collaborators.

When students have the ability to regulate their emotions, they encounter more positive peer-to-peer interactions, improved decision-making skills, and they are more likely to be engaged in their learning. Unfortunately, teachers are entering the classroom ill-prepared and unequipped to help their students self-regulate. In response to this, an instructional website was developed and evaluated to provide K-2 teachers with knowledge and tools to be comfortable with incorporating meditative breathing / yoga in the classroom to improve student mindfulness. The introduction section of the instruction included an overview of self-regulation, emotional intelligence, and yoga. The three modules covered information about meditative breathing, chair yoga, and standing yoga. The instruction was designed based on the ADDIE framework, with the incorporation of the ARCS model, Gagne’s Nine Events, Merrill’s Principles of Instruction and Mayer’s Multimedia Design Principles.

The website, Inhale, Exhale: Mindfulness in the Elementary Classroom, was evaluated for its usability, as well as how effective it was for learning. The usability was tested by three participants and the learning effectiveness was measured through the participation of 17 current or former teachers. The usability testing focused on the visual design, navigation, and overall content within the website, while the learning effectiveness participants were asked to go through the instruction by watching videos, engaging in learning activities then completing pre and post tests. Participant feedback was primarily positive, and informed design changes. The designer concluded that the instruction was effective in that all participants showed growth between the pre and post assessment. More importantly, the participants’ knowledge, confidence and motivation to try meditative breathing and yoga in their classroom also increased. Relevant conclusions and recommendations will be discussed during the presentation.

A 2022 Gartner survey found that 46% of Gen Z employees said the pandemic made pursuing their educational or career goals more difficult, and 51% said their education did not prepare them to enter the workforce. Growing up in the pandemic deprived young adults of in-person social experiences that are crucial to developing confidence and communication ability. This course addresses that learning loss by building soft skills during the transition from post-secondary education into employment.

The purpose of this online course was to prepare young adults to transition into the workforce with confidence. Six modules covered the process of applying and interviewing for a job, with an emphasis on stress management, interpersonal communication, professional etiquette, and public speaking. Based on constructivist learning theories and empathy research, we designed this course for synchronous instruction using a game-based approach. This presentation will discuss the course objectives, technology, learning activities, and elements of gamification that were integrated to increase student motivation.