This paper describes how one engineering faculty member redesigned his first-year course in response to feedback from students wanting to have more personable and inviting relationships with their lecturer. Now, two years after these changes were made, student feedback collected through a modified version of the Invitational Teaching Survey (ITS) demonstrates that the approaches of invitational teaching can be used successfully with Web-based courses to ease the transition from high-school to university by helping to create a more inviting and inclusive atmosphere, even in very large classes. Appendices include the ITS (1999); tabulation of mean scores on individual items of the ITS; and factor loadings for the ITS. Contains 19 references. (Author/AEF)