As we gear up to welcome the next group of 1Ls, I’ve been thinking about how to revamp our resources. In academic support, we pride ourselves on personal connection: one-on-one meetings, tailored feedback, and the ability to meet students where they are. But what happens when “where they are” is online, scrolling at midnight, trying to figure out how to outline?
The shift to digital resources – whether driven by remote learning, student flexibility needs, or limited in-person bandwidth – isn’t going away. But too often, “online support” means uploading static materials and hoping students find them useful.
It’s time to up our game. Here are tips to create online academic support resources that are truly meaningful, accessible, and student-centered.
- Design with Pedagogical Purpose
Every resource should answer: What problem am I solving for students?
Are you helping students learn how to outline? Practice issue-spotting? Manage their time? When you start with the learning objective, you can reverse-engineer the right format, whether it’s a flowchart, a short video, a self-check quiz, or an interactive module.
- Keep It Bite-Sized and Actionable
Attention spans are short, and students are busy. A 45-minute video lecture on exam skills may go unwatched, but a 5-minute demo on how to draft a rule statement is more likely to land.
Think in “micro-resources” like a short worksheet on rewriting rule statements, a checklist for practice essay review, or a two-minute animation on common multiple-choice traps. Avoid just replicating in-person workshops online. Streamlining content and making it asynchronous often means rethinking – not just recording – a session.
- Prioritize Accessibility and Inclusion
Make sure your resources are usable for all students. This includes:
- Captioning videos
- Using screen-reader-friendly formats
- Avoiding color-only distinctions in graphics
- Offering downloadable versions of key tools
Also consider cultural and linguistic accessibility. Are you assuming a particular background or knowledge base? Are your examples relatable and inclusive?
- Use Visual Design Thoughtfully
You don’t need to be a graphic designer to make resources visually effective. But, clean, intuitive design matters. Use headings and bullets to break up text, icons and color to guide navigation, and consistent fonts and formatting for professionalism. A chaotic or cluttered resource can unintentionally reinforce stress and confusion.
- Build with Student Feedback in Mind
What do students actually use? What feels helpful, and what feels like digital clutter? Don’t guess – ask! Incorporate short feedback loops like posting polls or discussion prompts in your LMS; adding a one-question form at the bottom of resources; and inviting student ambassadors or peer tutors to co-create content. Iterative design – where resources evolve based on user needs – is more effective than a top-down approach.
- Make the Resources Easy to Find (and Use!)
No matter how great your resource is, it’s useless if buried five clicks deep on the webpage. Create a centralized hub, using clear labeling, and think like a student. What are they likely to search for? What will make them click? Are your resources mobile-friendly? Even better – embed links to resources directly into doctrinal course shells or coordinate with faculty to reference them during class.
- Pair Online with Human Touchpoints
Online resources are best when they’re connected to relationships. So mention your online resources in your advising meetings; embed them into workshops; or use them as prep work for bar-focused small groups. Show students that online doesn’t mean impersonal – it’s part of a continuum of support.
Students know when a resource was created with them in mind. When it’s clear, concise, and rooted in empathy, it shows. Online resources can’t replace human connection, but when done well, they can extend it. So, the next time you log in to upload a tip sheet or record a mini lesson, ask yourself: Would this have helped me when I was a student? Does this reflect how much I believe in their success? If the answer is yes, you’re on the right track!
(Dayna Smith)
