Baron, KenFritz, JohnMozie-Ross, Yvette2023-10-262023-10-262023Baron, Ken, John Fritz, and Yvette Mozie-Ross. "Inclusive excellence online: Pandemic lessons learned supporting traditionally underserved students." Advances in Online Education: A Peer-Reviewed Journal 2, no. 1 (2023): 60–70. https://www.henrystewartpublications.com/aoe/forthcoming.http://hdl.handle.net/11603/30423When the COVID-19 pandemic hit and all higher education pivoted to online learning, the University of Maryland, Baltimore County (UMBC) created ‘Finish Line’, a programme designed to help former students with some college, but no degree to complete their studies, often several years after they had left the institution. More than 200 students have done so to date, which was a surprising pandemic silver lining for an institution with fewer than 5 per cent of all courses delivered online before 2020. But was Finish Line just a temporary strategic initiative to get through a global health crisis? Or could it also be a proof of concept for how to meet and support ‘non-traditional’ adult learners where they are — and want to go? In this reflective case study, we offer candid lessons learned to go beyond the logistics of an enrolment management strategy of ‘re-recruiting’ former students through the affordances of online education to reassessing and redefining our ‘inclusive excellence’ mission in a post-pandemic, often digital-first world.11 pagesen-USThis item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.Text