Creating Consistent Learning Experiences for Students Across Online/Hybrid Settings (Workshop I)

  • Pre-Registration Required
  • Online
  • Posted 7 months ago


When : July 7th, 2020
Where : Online
Topics : Distance Learning, Online courses, hybrid classes
Cost : CAIS Member Schools: $50 pp / Non-Members: $75 pp


9 – 10:30 am

Audience: Heads of School, Deans of Faculty, Academic Deans, Division Heads, Department Chairs, Teaching Faculty, Learning Specialists/Student Support Faculty
Note: This is the first workshop of a multi-series program presented by Mount Holyoke faculty. Attendance at all workshop sessions is not a requirement for participation in an individual session.
Registration fee discount: If you register for this workshop as well as Workshop II, you’ll receive a discount to your registration fee for Workshop II of $25. Enter discount code “allsessions” when prompted during registration for Workshop II.

Session Overview: In light of the COVID-19 pandemic and recent socio-political shifts, educators are working double-time this summer to modify instruction and prepare  meaningful and relevant learning opportunities for students this fall. As we know from our experiences this spring, simply transferring our in-person instructional tactics to a virtual environment is not enough. This workshop will propose a framework that integrates social emotional learning, trauma informed education, and culturally responsive teaching to address the complex issues impacting students and educators today. Balancing dedication to academic rigor while upholding our commitment to holistic student development in the remote learning context is a tremendous challenge.  This session will focus specifically on practical tools that create consistent learning experiences for students across in-person, online, and hybrid settings. Participants will:

  • Collaborate and problem-solve with educators who are navigating similar challenges
  • Explore strategies and best practices that can be adapted for teaching online, hybrid, and in-person classes
  • Outline a strategy for ensuring that students can access an education that is aligned to their school’s unique “brand”

Gwen Bass
Director, Teacher Leadership Programs, Mount Holyoke College

Gwen Bass’s work focuses on engaging teachers, families and the community of support professionals around children to improve school experiences and long-term outcomes. She uses her research and expertise to enhance opportunities for marginalized students and improve educational access and outcomes for children with learning differences. Dedicated to training teachers, social workers and parents so they can collaborate to support children in schools, she is particularly interested in serving the most vulnerable children, including youth with disabilities and youth in foster care.

Bass currently serves as the director of the Teacher Leadership division of Professional and Graduate Education at Mount Holyoke and frequently presents on inclusive classroom practices, behavior management, child development, child welfare systems, parent education, measurement and evaluation of social emotional skills in schools, and trauma-sensitive teaching.

Bass spent nearly 10 years in pre-K-12 schools as an early childhood educator, special education teacher and school counselor.

Karen Harrington
Assistant Director of the Center for Youth Engagement at the University of Massachusetts Amherst

When Karen Harrington was a high school student considering her future, her school counselor tried to dissuade her from going to college by telling her that, with her strong typing skills, she should be a secretary. She went anyway — the first in her family to go to college — and became a school counselor. Increasingly interested in social and emotional learning, she turned toward educational research and evaluation. Today Harrington is a national expert on career development and curriculum design for marginalized youth. The Mount Holyoke course she designed on social and emotional factors in academic achievement is one of only a couple of courses on the topic in the country. Harrington is a senior research fellow and assistant director at the Center for Youth Engagement at the University of Massachusetts Amherst. She holds a master’s degree in education and a certificate in advanced graduate studies in school counseling and has worked in the field of educational research and evaluation since 2005. Her professional interests include career development for incarcerated youth, curriculum design, the role of social emotional factors in academic achievement, and Early Warning Indicators.

Location Online