The purpose of this study was to obtain body image information from African American (AA) college-age women (age 18-25) from a historically Black college and/or university (HBCU) and a predominately White college (PWC) with regard to their body image, body shape, appearance, and related factors. Findings from this study will provide the health education profession with valuable information on body image from a cultural perspective of AA women. A one-way ANOVA was used to analyze comparisons between the two groups. Results from the Young Women's Experiences with Body Weight and Shape were analyzed using five different factors: weight dissatisfaction, slimness as quality of life, interpersonal messages regarding slimness, rejecting the value of thinness, and valuing exercise. Significant differences were found with: weight dissatisfaction (p = .010), slimness as quality of life (p = .000), and interpersonal messages regarding slimness (p = .000). AA women at the HBCU were more satisfied with their body image on these three factors and similar to AA women at the PWC on two factors: rejecting the value of thinness (p = .229) and valuing exercise (p = .828). These findings will assist in developing programming based on racial differences and similarities.

Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium’s Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (<em>n</em> = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction.

Online student success is determined by several factors, including learning effectiveness, access (academic, technical, and administrative support), faculty satisfaction, and student satisfaction. These factors are part of the Online Learning Consortium’s Pillars of Quality Online Education, which were established to ensure all students are provided a quality education, with high levels of student engagement, instructor feedback and interaction, and experiential learning opportunities. Using Teaching Assistants (TAs) in the virtual classroom is not a traditional practice for most online institutions, but is a strategy that can have a positive impact on these factors. This exploratory research study discusses a TA program that was developed, implemented, and evaluated over 3 years. Fifteen (<em>n</em> = 15) doctoral students were hired to provide teaching support to high-risk courses in the undergraduate programs. Background, recruitment, onboarding, division of course responsibilities, data, and outcomes of the 3-year TA programs are discussed in alignment with the five pillars. Findings suggest the addition of TAs in online education is a potentially useful strategy to improve student learning outcomes, scale, access, and faculty and student satisfaction.