Humanizing college online instruction: The effects of professional development on faculty perceptions and instructional practices

Abstract

The rapid growth of online learning has raised concerns about quality and equity in virtual education. This study introduces the Humanizing Online STEM Academy, a six-week professional development program designed specifically to promote humanizing and inclusive teaching within STEM college online courses. We document in detail the Academy's design and instructional approach, and examine its impact on the perceptions and instructional practices of 79 faculty participants from eight California institutions, using pre- and post-Academy surveys and in-depth interviews. Results indicate that participants found the humanizing elements covered in the Academy highly beneficial for building trust with students. Post-Academy, instructors reported increased confidence in online teaching, stronger belief in their ability to address equity gaps, and enhanced support for diverse student backgrounds. Their instructional approaches also evolved to prioritize interpersonal interactions and individual student needs. Interviews revealed heightened awareness of student diversity and intentional efforts to accommodate it.