Aim/Purpose: This article seeks answers to the following--(1) What describes a 'sense of belonging', inclusiveness, and well-being for students? (2) Which aspects of blended learning, synchronous and asynchronous, promote students' 'sense of belonging'? and (3) What are the state-of-the-art best practices for creating inclusive curriculum design…

Introduction: Creating a multiculturally aware and inclusive class is critical with students. The lack of face-to-face contact with asynchronous courses limits instructors' ability to form relationships with students. A myriad of teaching research provides strategies for incorporating multiculturalism, social justice, and identity into synchronous…