Integrating Social-Emotional Learning for Online Dual Enrollment Success

Key Lessons and Considerations for Implementation and Scale

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Implementing this model asks instructors to shift their instructional approach and K-12 and postsecondary partners to collaborate in deeper, more intentional ways. Drawing on three years of learning from Minnesota’s pilot of this model, the following lessons highlight considerations for colleges as they determine how this model could fit within their online dual enrollment offerings.

Framing the benefits of SEL in different contexts

To generate interest and buy-in with stakeholders—including school leaders, educators, and families—partners in Minnesota found the following approaches for framing the benefits to be effective, particularly in settings where SEL interventions may be perceived negatively:

SEL as a best practice in online learning: SEL strategies foster connections in online environments and are important for student interaction and engagement.
Creating a human experience: making online classes feel more like in-person classes through faculty interaction and personal check-ins helps students feel supported and connected.
Feedback and continuous improvement: implementing the strategies yields valuable insights into how students experience the course, providing instructors with real-time feedback and driving continuous improvement.
Supporting students at all levels: this model helps students who may not see themselves as college-bound develop the skills, confidence, and self-efficacy needed to succeed in higher education.
Retention and persistence: Colleges can position SEL-rich courses as a strength, noting their impact on student engagement, retention, and successful course completion.

SEL skills are closely linked to employability skills

The benefits of SEL coursework and activities extend beyond the classroom. The SEL skills students develop in these courses, including critical thinking, problem-solving, and collaboration capabilities, lead to success in degree completion and are ultimately foundational employability skills that are in demand in the labor market.

Quality implementation requires additional instructor capacity

While the SEL strategies yield noticeable benefits for students, developing and implementing the courses is time-intensive. Instructors described a steep learning curve during initial course setup as they adapted the SEL strategies and wove them into existing course structures. Implementing the strategies became easier over time as the activities were routinized and instructors developed mastery. While instructors described their experience implementing the model as positive, it still requires additional time to respond to student needs as they arise and to manage the emotional labor that comes with it. High-quality implementation depends on giving instructors the time and institutional support to do this work well.

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Expansion potential to other types of courses

This course model is rooted in best practices in education that are widely applicable to other types of courses, programs, and delivery formats. These best practices include intentional methods for fostering connections in online environments that enhance student engagement and improve retention, provide rich opportunities for student and instructor feedback and growth, and support students who may not yet see themselves as college-bound in developing the skills and confidence needed to succeed in a higher education setting. Because of this, there is an opportunity to consider expanding into other types of courses, including:

Science and math dual enrollment courses: The SEL strategies help counter deficit-based views students may hold about their ability to succeed in these subjects, normalize challenge and problem solving, and help build peer and instructor relationships that support persistence.
Career and technical education courses (CTE): CTE instructors, especially those with limited pedagogical training, would benefit from supplementing their training with structured strategies and intentional design embedded in this model.
Other online courses at a college: the model offers a ready framework for improving course quality across a college’s online offerings. The strategies could most easily be integrated into liberal arts courses such as communications or writing.
English as a Second Language (ESL) courses: SEL strategies could be a promising approach for helping ESL learners by strengthening accessibility, belonging, and confidence.

State and institutional policies that bolster this model

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To advance dual enrollment course innovation, education leaders must consider the broader state and institutional policies and practices that need to be in place to create the conditions for successful implementation. For example, funding models should be in place so that courses are available at no cost to students without disincentivizing participation in the system. Informed directly by lessons from the pilot in Minnesota, partners defined essential policy and practice pillars that promote stronger alignment between secondary and postsecondary education systems, reenvision the structures to support and train educators, and inspire ideas for the types of resources and incentives needed to implement quality online dual enrollment.

Call to Action

To learn more about how instructors can begin integrating social-emotional learning into their courses, visit FullScale for the comprehensive SEL Playbook.

Struggling to design, improve, or scale pathways, including dual enrollment, for young people to good jobs? Learn how JFF’s Pathways to Prosperity Network can support your state or region to innovate in dual enrollment.

Learn more

Acknowledgements

JFF would like to extend our appreciation to our partners in Minnesota who piloted this model and for generously sharing their insights along the way. Thank you to Alexandria Technical and Community College, Minnesota West Community and Technical College, Online College in the High School, Northland Community and Technical College, and People for PSEO. JFF would also like to thank FullScale and the Greater Twin Cities United Way for co-designing the ICAN model alongside us and the American Institutes for Research for working with us to understand the impact of this model.

Additional Resources

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Overview Presentation

Want to share more about this model with stakeholders? This overview presentation can be utilized to help generate interest in the model.

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Innovative Dual Enrollment Model Shows Promise in Year One

To explore lessons we learned while launching and implementing ICAN, read this JFF blog post.

Increasing College Access Network

To learn more about ICAN and access relevant JFF resources, visit the Increasing College Access Network project page.

While the content of this resource was developed under funding from the Education Innovation and Research grant program, the content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.

Jobs for the Future (JFF) transforms U.S. education and workforce systems to drive economic success for people, businesses, and communities.

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