Using audio feedback on student papers. Having the additional benefit of using tone of voice to be encouraging even while telling students what they've done wrong is fantastic! It also saves me a lot of time over writing comments in Word.

I have taught using interteaching in the past and found that my students learned a lot more than the usual class structure (I did follow up evaluation one semester after the course to measure retention of learning). When we returned to campus, I thought this format might be too much for students. But I have once again learned my lesson and the one added benefit of the pedagogy of interteaching is that the class sessions become a kind of ritual. During the last year, my student research group studied rituals and the benefits in lowering anxiety and building social cohesion. Returning to campus next week and can't wait to give this gift to my students!

Finding a really effective way to help all students (especially ones having difficulties and those with many life circumstances impacting their ability to be successful at school) feel included and valued in the online classroom, especially for asynchronous delivery. Thanks!

The greatest impact I had in a positive way for 2021 was that I traveled again to many of the places with the works of art that I taught. This was especially true in England, Italy and Greece. I would take photos of me at a site or with a work of art and then comment on it for the appropriate lesson. I could give students a bit more that was in their text and I think they loved this. An example was the Minoan ruins at Akrotiri in Greece which have recently been excavated. I took many photos that were not in their text. Also my photos of ancient Olympia helped students to understand the size of this site dedicated to the god, Zeus. I got much positive feedback from this.

Rework the TABE Test, and make it easier and more aligned to the GED Test.

My new teaching motto: No worries. I started saying "no worries" to every student that has emailed me in crisis mode and it not only helped the students but it's helped my mental health as well. I was noticing I was getting frustrated with all the student excuses and life happenings. One day I caught myself being frustrated after a student telling me they couldn't make it to their speech because they were sick. I realized I was making it about me and how I would need to rearrange my teaching schedule and ignoring the student crisis. So I started responding with "no worries" and it made me feel better and gave the students more flexibility and less stress.

How to learn...

I wish that our students knew that getting specialized in something is one of the best ways to up their value to a company, which is a raise in salary! For example, if you are a technician, great! However, that’s a base rate. If you are focused on certain calibration tools and are aware of the processes and science behind them, that’s more money. If you spend your spare time learning trouble shooting of said tools, staying on the edge of knowledge on said process, are constantly educating yourself on the specifics to that particular type of field, your value goes up with the knowledge you have. Think scope and expertise. Pick up skills that are complimentary to what you already know.

How much their teachers care about their students' success.

I work in Student Services and want students to know that staff and faculty do care about their academic success. We realize life can get in the way, but we must ethically work within the school's and government's boundaries. While there are behind-the-scene efforts to work towards student success, it is eventually up to the STUDENT to be successful. Thank you

How much time is required for the tasks necessary to do well in college so they can plan accordingly around work and family commitments.

I wish my students knew how to study, use effective learning strategies, regulate their emotions and motivation, persist through challenges, ask for help (this would require a safe environment for them to feel comfortable to reach out), balance multiple priorities while managing their time, and schedule.

I wish my students knew how much I want them to succeed. Telling them is all well and good, but showing them is going to the heart of your words.

The assigned reading for the week is intended to be done before that week's class(es) - it helps you prepare, put the lectures into context, and have better class discussions.

I wish our students knew that online courses are not easier than face-to-face courses. Many students confuse flexibility with ease.

I wish they knew how much they don't know. If they can't figure it out, it is not stupid, but they are lacking the basics.

I wish my students entered my courses with sufficient basic algebra skills and an appreciation for appropriate classroom behavior. Lack of appropriate classroom behavior I can address and fix. Lack of basic algebra skills detracts from students' ability to grasp simple Physical Science concepts - I can't fix students' mathematical deficiencies while at the same time share how to use those basic algebra skills to solve real-world problems.

I want my students to know that, often, questions are more important than answers. I want them to know that, while "living in the questions" may seem uncertain, unstable, and sometimes even dangerous, the art of asking good questions is the most reliable fountain of knowledge. Answers are often fleeting and lost to memory. Good questions can bring us back to discovery.

Algebra.

How very important organization of files and follow through are for working professionals.

That college is a commitment of not just money, but time, energy, and effort. That if they aren't ready or willing to commit these things, they should NOT sign up, but instead go and do something else until they are ready.

How to study. Really study, and not just cram or shoot from the hip.

I wish they knew the difference between a library and a bookstore.

That is is okay to ask questions over the material being presented. Asking questions makes you an active participant in your educational experience.

That I am their biggest cheerleader! I am very invested in their success. I want them to learn, grow and be proud of their accomplishments as a college student.

The one thing--and most important thing--I want my students to know is that if they are not uncomfortable at some point while in college, they are not learning.

I wish they knew that everyone in their life will hold their daily time for schoolwork sacred if they hold it sacred, the same time every day without fail, even if it is just for planning the next day.

Nothing. God is in control and He's the ONE thing I can rely on to never change. Since everything else seems to change, why rely on anything else?

College administration not wanting to embrace new technologies, but wanting everything to go back to "normal." No lessons learned! Also, how adjunct faculty are still being denied the same support that is offered to full-time faculty. Adjuncts are still being treated as step-children even though they make up a large part of the course load.

Absolutely nothing! Gone are the days of sacrificing my physical and mental well-being in the names of dedication and commitment. It (whatever "it" is) will be there in the morning. And when I show up, I'll give it all I have.

The Delta variant and being in close proximity to students in the classroom.

Bouncing between face-to-face and online learning.

Will my students infect each other? Will my department have good leadership?

My less than 12-year-old kids learning in-person, unvaccinated, and the Delta variant and how it will affect my work if the kids' schools shut down, but ours remain open.

Worrying about students getting COVID.

Who will be the next faculty member to receive an email saying they have possibly been exposed to COVID during a class and they must leave and quarantine for 14 days. This means moving their class online, which is not an easy task when hands-on trainers are a big part of learning.

I wouldn't like to see our campuses close down and move to online learning again.

The increase in Covid cases in the community. How will nursing students complete their practical courses? We have been through it before, when health care facilities wouldn't take on the students for their practical rotations. It is understandable, but it doesn't help the students.

The larger divide between those who can and can't afford college now. This has always existed, but COVID has widened that gap. While higher education degrees may be increasing, graduates who are of color are decreasing or continue to remain the same--this should be a concern for anyone in education.

COVID-19 and the spread of the Delta variance.

The declining enrollment and the fact that I know my students are under a terrible financial strain right now.

Balancing workload and life responsibilities, for me and for students. The constant changes in societal expectations surrounding the pandemic create immense pressures on all fronts and that is going to make it very hard for students to remain focused and persist.

I already fear bringing home Covid to an immunosuppressant wife because a student won’t abide by the rules the college has main very plain.

I worry about being able to reach all of the students who need help; having some connecting virtually does not allow for me to read body language and know they need help even when they don't ask for it. There will be other students who don't come get the help they need because they are trying to socially distance.

Our Governor in Florida preventing us from keeping our schools and students and faculty safe by preventing mask mandates. Good teachers are quitting and I see my students falling ill with long-term disabilities.

Face-to-face classes with no social distancing and no mask or vaccine mandates.

Weighing heavy is the reality that my office-mate and many of my students refuse to get the COVID-19 vaccine. (My community college does not mandate it for employees or students.) With a low percentage of the population vaccinated in my community, I don't hold out a lot of hope that the vaccine will continue to protect us if stronger strains of the virus emerge amongst the unvaccinated, and of course, we know they will. I worry about my family, myself, my students, my colleagues, my community, and the country as a whole. Until we learn to care enough about each other to get everyone who is eligible vaccinated, we will have to deal with COVID-19. And that sucks.

Birdwatching, basketball, books, and the beauty of nature.

I fish!

I craft and paint! I can be stressed to the max, but if I take out my paints, I start relaxing.

I stop checking work email after 5:00 p.m. Monday through Friday, and I allow myself one day a week to ignore my phone. What has really helped is getting back into reading and journaling.

Evening walks around my neighborhood in Southwest Florida just before the sun goes down.

I relax by getting together with friends; we laugh a lot when we are together! I also like to watch movies, read, sing, and attend church services. Believe it or not, exercise also helps me to relax.

I go to a spa, try to plant some herbs, and think about ways I can make learning more interactive.

Read a book, a real book made of paper with a cover to help you find the one you are reading. I love underlining, noting in the margins and flagging pages to make it mine! Yes, I know you can do this digitally but you can't flip back to those scenes halfway or a quarter way, etc. by just opening it to the approximate page. And yes, I am a visual learner. I still prefer the written page and the illustrations that are sometimes included.

I stop checking work email after 5:00 p.m. Monday through Friday, and I allow myself one day a week to ignore my phone. What has really helped is getting back into reading and journaling.

Having the right infrastructure and the necessary programs and resources would be the first thing to ensure student success.

I would begin with a strong orientation program that helps students realize that the college is there to help them while simultaneously making sure that students realize their success begins with, and is proportional to, the effort they invest in their success.

If I could start a community college from scratch, I would talk to community college alumni to learn about their greatest challenges, struggles, and hurdles to ensure that those specific items were successfully planned out to avoid stress and ensure student success.

I would assign each student an advisor that follows them from application, to enrollment, to walking across the stage on graduation day.

When building a community college from scratch, facilities would be designed to house and provide the resources students require to succeed. For example, this campus would offer the following: Medical and mental health services; a daycare center; an employment service center with real job opportunities and space for employers to come and interview applicants; food services; financial services and banking; on-site job opportunities with incubators for local businesses; and space for networking socially and professionally. In addition, laboratories allowing students to study, innovate, learn and meet current market demands would be throughout the campus. Furthermore, facilities and space for faculty and staff development would help provide a strong college employee base. Lastly, the campus design will have sustainability in mind and house a cultural arts center for the entire community with access to a solid public transportation system.

I would make sure that all the tools necessary for success are equally accessible to all. Wifi and computer access are a must along with technology training.

Every student faces different challenges, I would survey students and partner with agencies that will actually work to assist them. I would also make sure that I have some student housing available even if its just temporary. Sometimes I find that students just need to be removed from their environment to focus more clearly on their future. Get the students involved, listen to their needs.

The first thing I would do is establish the mission and vision of this new community college. An effective mission and vision provide an organization with purpose, direction, unity, and accountability. Furthermore, this mission/vision combination must align with the needs/goals of both internal and external stakeholders, so a good starting place would be to reach out to these constituents, both formally (SWOT analyses, focus groups, etc.) and informally (town halls, community events, etc.), in order to create an institutional environment that can address the specific needs of the community it aims to serve.

Every student would have a mentor assigned day one.

If I started a community college, I would begin with input from the community. Not only would I want to hear from the prospective students but also local companies, businesses, and high schools. I would want to offer classes that provide necessary skills for employment at the local companies and businesses. I would want to collaborate with local high schools to ensure the curriculum is aligned with that of the college. Finally, I would want to hear from the prospective students to understand their needs and concerns and work together to address them. In addition, I would provide classes to empower parents of younger college students, also enrolling them in classes and providing workshops on everything from physical and emotional well being to how to prepare taxes. And of course, connect with and include day care services for parents.

I would include a mandatory health class that deals with uplifting the students' self esteem and their ability to preserve throughout the community college environment. I would include classes that explore historical, political, and social lessons that speak directly to the population that the community college serves, so that students can see themselves beyond their current reality.

If I could start a community college from scratch, the first thing I would do to ensure student success would be provide healthy meals, childcare, in-class tutors and student behavior models, as well as accessible tutoring in multiple locations so students feel comfortable from the beginning of the day to the end of the day.

I would make sure that the potential students were the primary architects/designers of college programs, processes, and procedures.

I would ensure that the students have a welcoming experience that would set them up for success as they begin their higher educational journey. The first two years of college is very important. I would ensure that I have programs and resources in place that would make the students feel important and valued. Oftentimes we rely solely on orientation and first-year classes to supplement the experience most students are seeking. I would want my school to be the first choice instead of an alternate.

I would begin with a strong orientation program that helps students realize that the college is there to help them while simultaneously making sure that students realize their success begins with, and is proportional to, the effort they invest in their success.

How to support information literacy, critical media literacy, and effective student study/learning strategies.

F2F and online student management in terms of discipline and behavioral issues; active learning strategies that translate well through all disciplines; and instructional design for F2F and online classes.

Effective instruction and teaching styles for students with disabilities, such as students who are fully blind taking online courses, students with autism in campus classes, and tools to best support veteran students with PTSD. Like many colleges, I suspect, our college (or at least the disciplines I teach) rarely have a "traditional" student class anymore. Though I'm a seasoned professor, with positive student and supervisor evaluations, I feel ill-equipped to best support our unique students and their learning needs. Our college now has a mental health counselor, which is very helpful for student referrals, but instructors still need support for in-class and online guidance.

It seems that every two or three years we overhaul and redesign the developmental department of the college. At-risk students have been through renaming, restructuring, and repackaging at least three times (maybe four) in the last nine years. We instructors barely grow accustomed to one new mode when it is traded in for the next model. Enough. There must be best practices that work for this population of students without having to go through this continuous chaos of trial and error. We need resources that have been used successfully by real instructors in real classrooms, both face-to-face and online.

How to adjust when course assignments are switched at the last minute. Getting students to log-in more than one day a week without extra notifications.

I would like more support on teaching students with learning challenges.

I'm interested in learning about brain research and how it applies to the classroom as well as creative online teaching methods.

Inclusive assessments that move away from multiple-choice exams

I have trouble dealing with students for whom English is a second language and grading their written work by college standards. The writing center helps, but most often on organization, not syntax. What do instructors do to accommodate these students, but hold them to the standards to which the rest of the class is held?

I would be grateful for ideas on how to use the discussion board (DB) in my online classes. I've tried several approaches and they work reasonably well, but I would like to be able to offer more variety. The community-building aspect of the DB, such as students communicating with one another, contributes to the spirit of the class, but I find that this often overtakes the teaching/learning function of the discussions.

I love that we provide students with a two-year opportunity to transform from poverty to prosperity by providing work force certifications and licensure, regardless of a student's prior educational experience, ethnicity, race, financial status, gender, family history, or immigration status. We serve all and provide a stepping stone to a better way of life.

I love the atmosphere, the people, and the students. I learn as much from my students as they learn from me. You can truly see the positive outcomes when students walk across the stage better prepared for the working world.

I have worked at technical colleges since 2015 and I believe what I love most is the accessibility. Our institution makes a college education possible for rural communities and students who never thought they were "college potential." We fuel the workforce and help the local economy, thereby yielding to more opportunities in the area. Technical education is for everyone and the locations, programs, and tuition costs prove that we are living out our missions.

I love the small classrooms and low student-to-teacher ratios. I love that non-traditional students get to change their lives for the better. Community college opens up new worlds for students.

I love the diversity of students we serve as an open-enrollment institution. It makes me feel that my skills as an instructor are really needed. I love the small class sizes. I know all of my students by name as individuals.

I love my role in helping students on their journey to earn an educational credential. Student success is the ultimate goal!

I love the opportunity that community colleges provide to students who may have been overlooked by universities. Many students who are turned down by the university system are bright and eager to learn. We provide them with a pathway for successful careers or a good foundation to move into the university setting with confidence. Our open-enrollment policies also provide new directions for older adults needing to change careers. I derive great joy in seeing my students blossom, grow, and go on to do great things!

I love that I have the freedom to impact lives in a family- and community-centered environment.

The only source of prestige we have is the success of our students. This creates a community of educators and staff who care deeply about teaching and learning.

I love having the freedom to be innovative! In a technical college, specifically in the continuing education program, we are charged with being ahead of the curve in giving the latest and greatest education to a wide range of participants. From youth camps designed to ignite creativity, to traditional college students looking to provide for themselves and family, to adult learners who are learning just for the sake of learning. Education is often taken for granted or feels forced upon you, but community and technical colleges serve purpose-driven students who love to learn.

The camaraderie of the faculty.

The focus on student success.

The most rewarding part of my job is seeing gratitude on the faces of students, especially when they come to you and say, "You have changed my life." That is something to be proud of!

Getting to know your students and watching them grow and succeed.

There tends to be much more diversity at community colleges compared to four-year colleges in terms of race, age, and socioeconomic class. This makes for more vibrant class discussions.

I like the diversity of students who attend community and technical colleges. It's a pleasure to teach and serve them.

I love and truly embrace the fact that our college serves a specific community. The most important thing to me is the care, nurturing, and attention to detail with which we provide services to our students. No need is seen as trivial or unimportant. Each individual embodies the ethics of the institution and the values they represent. Our students and stakeholders look to us for leadership and a path forward in their education and career. My college strives to meet each student when and where he or she needs assistance. We are committed to ensuring each member of our community is permitted to work and learn in an environment that celebrates diversity and is free of any and all forms of discrimination or harassment. Being a part of all this is one of the most satisfying and worthwhile things I’ve ever done in my life.

I am an adjunct faculty member in a nursing program. I love the camaraderie amongst the full-time and adjunct faculty! Everyone is supportive of each other and the students! We have AWESOME students!

Community colleges provide a place where anyone can start over. The classes, programs, degrees, and certificates offer students of all abilities a place to learn and grow. I love the fact that we serve a blend of traditional students who are just out of high school, adult learners, and high school students who want to achieve their goals.

The family feel with coworkers and students.

I love seeing lives change for the better for those who never thought higher education and a resulting career could be a reality for them.

Our community college is an extremely versatile institution. Our leadership works closely with economic development officials to align training to meet current and future needs for the region. Community colleges are agile. Training may be developed on short notice to help usher the community through the closing of a major employer. Additionally, the college collaborates with diverse community members to anticipate the training needs necessary to attract new industries or employers. We work closely with high schools to offer dual enrollment courses. We offer courses in adult basic education and ESL courses. We teach special interest courses to encourage lifelong learning. Helping students achieve their goals, whether it be with a single course, a certificate, or a degree program, is extremely rewarding!

I love being on the journey to success with students. It may take a village to raise a child, but it takes an entire team of cheerleaders to help a person complete their educational goals. I love being there for students as they make their way through this chapter of their lives. It's a privilege to be a part of their journey.

I love providing affordability, accessibility, and opportunity to our students. Our low-cost tuition helps students access opportunities to a better future for themselves and their families, and nothing is more rewarding than watching them do the work to achieve those goals. Each student's success contributes to the overall growth of our community, and I'm grateful to be a part of a community college, as we are such an important part of that process!

I love the variety of students; all nationalities, ages, income levels, personalities, needs, and family situations, and their projects, assignments and interests. Fabulous!

I love having the ability to guide students on a career path they never considered possible. Many students begin in automotive systems technology because it is toward the top of the program list, and they believe it will be easy. Several express their desire for a something they always wanted to do, and I help them find ways to make it happen.

Helping people reach their educational goals in a shorter time frame that in turn helps our community grow and thrive!

I love working with a team of highly intelligent, slightly rogue individuals who are all working as one to educate people out of poverty.

I love the students. Watching them develop and reach their goals is the best part of my job. I work in student services and sometimes students need a little extra time and concern. They may be returning to school and have anxiety about the process or be a first time freshman whose parents didn't attend college. It is so satisfying to help these students and watch them reach their goals, complete their degree or certificate, and contribute to their community. Working in education is the best.

I love the challenge of connecting course content to all students. So many of them think they will never give speeches or have to interact with others in their career field. How can I help them to see the connections? What topics can I help them find to talk about that they might actually find themselves educating on or persuading others about in the future? It is so gratifying to see a student who says he can't give a speech talk completely conversationally to his audience for eight minutes about fly fishing. Seeing them blossom is why I do what I do.

I love the way community colleges work to enhance life in the community. Watching students grow in confidence and enter the working world with the skills they need is rewarding.

Community colleges are one of our nation's most successful social justice initiatives. Every single day the lives of community college graduates are transformed, and this transformation extends to our graduates' present and future families. By maximizing our students' opportunities while minimizing their debt, we impact generations of Americans. One of the greatest blessings in my life is to be part of a community college faculty.

I love the diversity of ages represented in community college, from high school to senior citizen. I find that my young students benefit from being in the classroom with their elders. It raises the bar for them.

I love having the opportunity to help others within a small class. It makes the interactions more enriching and rewarding.

I like that my college has an open mind about technological advances. The more I see our college invest in technology, the more I see our institution grow. Our future is exciting and becoming very broad. I enjoy being on the tip of the sword.

I enjoy having the opportunity to help people move quickly into employment from continuing education classes, and meeting their life goals in a short amount of time. Flexible leave during the pandemic has been essential to me.

I love that the environment feels like a close-knit family and that we can form better relationships with coworkers and students.

I love working at a community college because it is visible, positive change in action. We meet the needs of our students and our community in real ways and often in real time.

I teach technical education. Most of my students come into college with specific career goals. They are not coming to college to play a sport, be in a fraternity or a sorority, or just socialize. They come to learn a skilled trade to better themselves and their families. I love seeing the excitement of my students on the first day of class. Even more than that, I love seeing them walk across the stage to receive their diploma! That smile is why I love my job!

Our college truly reflects our diverse community. The people that I work with care deeply about the students and the stakeholders. I am proud of my association with this institution.

I love our students! Most students on our campus have not followed what society views as the "right" path of graduating from high school, going immediately to college, then getting a job. Our students have taken their own paths and have made different decisions. Because of these different decisions, they bring a wealth of life experience to the classroom. These students are thoughtful, engaged, and serious about their studies.

As an instructor in a community college career program, I have the joy and satisfaction of interacting with former students as practicing professionals long after they graduate. I love seeing members of my own community, including friends, neighbors, and their children change their lives as they transform from aspiring students to successful workers with the support of the programs and resources available at my community college.

What I love most about working at my college is the level of accessibility it offers in terms of geography and financial access. Most community colleges provide workforce education and transfer academic programs. Commitment is given to environmental, comprehensive, and educational opportunities for a diverse population while providing stability and student outcome success for future employment.

I love the diversity of the population we serve, from high school students to senior citizens, first-timers to continuing education folks to professionals "just taking a course." We serve all ethnic groups and age ranges at our college library.

Community college offered a second chance for me to pursue my education. I wasn't able to attend college right out of high school. Community college welcomed me at middle age, and I was delighted to find so many other older students also beginning their formal education. I love working at a community college now because I see students with a wide variety of ages, experiences, and career goals. Everyday is a new experience.

The diverse community of students, faculty, and administration is inspiring. The professional development opportunities provide access to educational development and growth. Working at a community college allows change leaders to understand the complexities of obtaining an education for our students while addressing ways to make their pathway to completion a reality.

The people I help usually stay in the community, thereby helping others in the community. It's a community service with ripples.

My passion for working at a community college is centered around my desire to see others achieve their goals. I believe there is no better way to achieve your potential than to embrace education. Community colleges provides opportunities for hope. Year after year, I see people enter the doors of our college with a dream to improve their lives. They may choose a community college for many reasons: Affordability, proximity to home, family obligations, open door admissions, or smaller class sizes. No matter what their reason for choosing us is, what they find is an environment that supports their learning as an individual. There is no comparison to the amount of support a student receives to ensure their success. My greatest reward is to see their success up close and personal. It is an awesome feeling to know I had a part in making someone’s life better.

I love helping students recognize their potential to achieve success. One of the hallmarks of undergraduate education is the opportunity to explore interests and ideas in order to find a path and a purpose. I have been privileged to guide students in that pursuit through undergraduate research opportunities. Whether it is advising a student who is mastering the craft of creative writing or ushering a student through research on future career possibilities, the freedom to engage with students in individualized, independent-study courses is a joy for me as a professor at a community college. The ability we have to customize learning opportunities for students from such varied backgrounds and with such wide-ranging skills and interests is unique to this setting and is a wonderful service to our students and our community.

I love seeing the humility and compassion that both students and faculty exhibit. Community colleges bring a sense of togetherness around the campus. We stand united as one. Faculty strives to help their students succeed by offering support and words of encouragement that help them continue on their journey.

The highlight of my 2020 fall semester was when the course development technician I was assigned to told me that I was the best subject matter expert he had ever worked with, and the course I wrote was the best he had ever seen. Getting great feedback from co-workers is just as valuable as hearing it from our managers. It meant a lot to me, and fueled me with even more motivation to strive for excellence.

The best part of the 2020 fall semester for me was when it was finally over and I did not fail. We all had a terrible year but mine was compounded by food insecurity and near homelessness. We were hopping between AirBnb trailer parks for the entire semester and it was difficult to put my best foot forward the majority of the time.

Keeping students focused and on task to complete work timely and pass the course while dealing with a pandemic.

My highlight was in the last half of the semester when my freshman composition students in their first college class, and their first online class, realized that they could do it. Their confidence soared as they realized they could be successful with the course content and gain technical skills by navigating the learning management system. One student posted, "I thought online would be so hard and so isolating, but I actually like it!"

Be passionate about your subject and your students. Keep a balance of work life and personal life. Drink coffee and eat chocolate!

"Take your own class." Check your online content and make sure everything works.

Connect with a seasoned mentor.

Remember that students are people first. They must be challenged to help them grow. Without pressure there is no diamond. But they must also be supported to achieve this growth. Resource them well. Be reliable. Be approachable. Be human. For yourself, test the waters of different ways to become involved on your campus and to continue to grow yourself. Make time for what you enjoy. Play to your passions when you are teaching (students love that). Take care of the "have to" items ASAP and break the "need to" up into achievable pieces. Don't overcommit. And finally, take care of yourself; mentally, academically, emotionally, physically, and spiritually.

Be available to your students and log in daily, even briefly. Remember when you were a student and treat them accordingly.

You don't have to re-invent the wheel for every lesson. Recycle the great lessons and borrow from and share with other instructors.

My advice to a new instructor would be: Learn all that you can from your peers, administration, and even the students that you teach. Seek opportunities for growth and allow yourself opportunities for failure. You will stumble at times but do not allow those to stumbling blocks to stunt your growth. Keep seeking to become a better version of YOU. The worst think that you can do is try to be like someone else, because you will fail at this every single time. Know your worth. Rise to your calling.

You are surrounded by seasoned instructors who have been right where you are. Tap them for their thoughts and strategies for successful classroom delivery. Better yet, find one with whom you have real affinity and ask them if they would be willing to mentor you, guide you during your first year of instruction.

It’s okay to ask as many questions as necessary to get you where you need to be. Take a break. Redirect your focus. If you get stuck, don't stop, do a different task. Ask for help.

Remember that every student, regardless of their age, is a person whose situtation, emotions, and history affect their learning. Really listen with your ears and your heart to what they say as well as what goes unsaid.

Proper planning is essential, so give yourself ample time to do so. Also, if you're new to the learning management system, align yourself with one of the more experienced Instructors, or if your college has a mentor/mentee system determine your mentor and work closely with them. Adopt an attitude of lifelong learning. The ACUE microcredentials offered at colleges would be an asset to your skill set, if you haven't already done them.

Remember your experiences in college before graduate school. Be in touch with the confusion, dread, and lack of skills in your students. Be the best of your past professors, not the worst. You were once in your students' shoes. Empathize. If you cannot empathize, consider a job in administration or in a laboratory.

Be kind to yourself when delivering a new course. It often takes three deliveries to make it yours: The first time things are a little scattered and it's all new, including the flow; the second time you modify based on your first year, and some things work, some don't; the third time, you OWN it! :-)

Remember to give your students some grace. While some may take advantage of this, many are adjusting and need help making the transition to college. Remember that you are there to help them learn, not be a gatekeeper, doling out knowledge and keeping people from learning.

Use your librarians and library! Without communication about your students' research needs, projects, papers, etc. we can't provide the research materials and help for them and for you. If you want or need a particular item, let your librarians know. Also the library world changes monthly it seems with new databases, methods, material types, etc. You may be used to the way your library has done things and your new one may do things quite differently. Plus we librarians love to meet the new faculty!

My basic advice would be to be open and honest with yourself and your students. Be confident in your abilities (you were hired over others for a reason!), and don't be afraid to make changes or try new things. You probably won't get things "right" or "perfect" the first time, but it's okay. Know that teaching is a process of continuous improvement and innovation. Also, don't be afraid to ask for help; you're not "bothering" your peers, they want you to succeed, too.

Practice grace. The number of stressors you and your students are experiencing is beyond anything we have ever seen. Tell your students you will practice grace and ask them to do the same. Open communication about what to expect is the best way to start forming a learning community instead of just a class.

Don't be so afraid to become friends with your students! My life has been incredibly enriched because of my friendships with my students. Sometimes, I've even formed wonderful friendships with students who have never taken my classes, getting to know them by cheering for our athletic teams, or working alongside them in student activities. You would think being friends with students might help them do better in class, and it probably does, but some of my student friends have been extremely encouraging to me when I have faced difficult situations. It's a real two-way street! Friendships with students are not just for young faculty, either. I'm 63!

Be very careful about incorporating ice breakers at the start of a class. Sometimes they open up opportunities for "over sharing" and the entire class now has that unintentional baggage (or full matching set of luggage!) to contend with for the reminder of the term. Most people don't like ice breakers much anyway, and really just want to get into the course and what will be expected of them to be successful.

Spend extra time your first year learning the ropes and keeping your classes organized. Don't be afraid to ask questions of your peers. The first year is the time when people will be most helpful to you. It will all pay off in the following years.

Running around campus trying to get to face-to-face meetings should NEVER come back. There are some meetings that we will want and need to be face-to-face, but leaders should seriously give thought to which meetings could be virtual. Honestly, many of the meetings we hold in higher education can be done via email. We need to hold more efficient and productive meetings.

Working on site full-time. Hopefully, the pandemic has shown that staff can be very productive off-site and can often accomplish more without the frequent distractions that accompany working on campus.

Having a group meeting about EVERYTHING; even matters that could be done with a short, simple email.

Classrooms with more than 50 students! It is difficult enough for a high school student going into college to learn the material. Having that many students surrounding them can be mind-blowing. I remember walking into a 300-student classroom. Talk about anxiety!

The philosophy of "This is how we always did it, and that's how it should continue to be done."

Meetings that should have been emails!

In person meetings that were easily replaced by emails.

The ability to work from home and the trust it requires to allow your employees to do that and still get the job done.

Having to come to campus multiple times to complete the entire admissions/enrollment process.

Drop in advising. Placement testing.

Mid-term grades should never rear their ugly heads again. Grade books are available online, so students have 24/7 access to their progress. Let's treat them like the adults they are and save our time and resources for teaching them, not reporting to them.

Ineffective lecturing and student note-taking in a physical face-to-face classroom. Pure lecture has been proven ineffective for over 75 years, yet it still continues as the most used method in academia, especially in high schools and colleges. Empirically speaking, interactive discussion, life-application through topic, Q and A, community and career-focused activities, and frequent engagement versus telling prove to be excellent learning methods for ALL ages. Another method/mentality that should never return is sitting in an office on-campus as a teacher/professor with posted student office hours believing this is good for students. Culture and technology has changed so radically over the last 20 years the OLD mindset that makes teachers warm and fuzzy inside is selfish; "old-school" attitudes that do NOT support student success. Texting, private social media posts, webcasts, and online learning systems effectively engage students far more. More engagement = more learning = student success!

Our testing team has provided remote testing support for students and faculty, as well as testing support onsite for our students who have limited access to technology. Our library staff is available to assist students with computer access and research as needed both virtually and onsite. The Student Life office has provided drive-by pickup for students with food needs. We now have a faculty/staff link that allows us to make financial contributions for students' essentials, and the largest academic school has moved totally to OER resources to help with ever increasing textbook costs.

The college has provided faculty access to online training through videos and course designers. The college has kept full-timers employed. The college provides links to students online classes, tutors, librarians, advising, counseling, and financial aid. Faculty still need verbal grace for not providing each student with one-on-one attention and having normal passing rates. They need to acknowledge that nothing is normal this semester. It is extraordinary to show up every day and keep trying.

I feel that the college has supported us during these bad times very well. Being able to communicate with them in case of any problems, with computers if needed, and any supplies we need. Plus students are able to apply for financial help as well.

Black River Technical College called in a panel of four mental health specialists from our service area and did a panel discussion on ways to handle faculty stress, work load, family, student stress, COVID-19, and fear. The panel was approximately an hour long and was attended by 92 of the 150 faculty and staff. My understanding is that they will be doing a student workshop soon as well. It was on zoom so social distancing was not a concern. Before the event we had the human resource department send out the BRTC insurance policy to identify mental health resources in our area, co-payment information, and length of treatment. It was good.

In a COVID-impacted higher ed environment, I recommend mandatory use of Remind. For me, it is a first assignment, and my students have to register for my Remind class within the first week. I use Remind to alert them about upcoming due dates, new assignments, my weekly update videos, and more. Many students choose Remind to text me rather than use email. I still use my school email, but Remind is a great way to stay connected, especially with my online students.

My students do not warm to me as fast. When I ask a question in class there is complete silence - even when I ask for a simple show of hands. I have thought long and hard about why and have concluded that it is because I do not look like them... any of them. That plus this overly charged political environment is a recipe for a brick wall. I have tried to overcome this by addressing them by name. I make eye contact while I'm teaching as a way to let them know that I see them. I ask them what they care about. I can't say that much of it has helped, but it's progress.

Connecting with my students via school email accounts was challenging. However, using an alternative form of communication such as text messaging was very effective.

The virtual environment has been so challenging, and I have tried to incorporate jokes and sharing our pets in Zoom class sessions.

In an online course, one of the biggest barriers to effectively connecting with students is their lack of access to technology and their lack of technical skills. By this I mean that students do not seem to know where to download software, how to access email, how to access virtual connections (VDI), or simply how to login to the learning management system (LMS) and read the instructions for getting started. There seems to be some confusion for students in understanding how to complete an online course. Students do not understand that online learning means having a working device to connect to the course, checking email each day, checking the LMS often, and completing the tasks assigned. This has been very challenging even with the professor posting weekly instructional videos. Different time zones also complicate things for live meetings.

I have Speed Dating/Whip Arounds planned in the syllabus, so students see it, know it's coming up, read the expectations ahead of time, and the day we do it, all cameras on, all microphones on, and we go around and share something we've learned from the last lesson, or the past week. NO PASSES! NO EXCUSES for not having their cameras on. I feel if I can see their face and them mine (the few times I pull my mask down to take a sip of water) : ) that we feel a connection. Or many times, I will comment and ask questions about items in their background, i.e. the Chihuahua in the window, or a cool painting or wall hanging, etc, and that's how we can be connected, taking the place of those downtime conversations that happen face to face, but not so much with remote learning/teaching.

The biggest barrier I face is the differences in the technology used by the students. Some students struggle with staying virtually connected and become frustrated and afraid of being counted absent. Others are connected but their Internet connection (or mine) will freeze from time to time, or prevent sound, or fluctuate or etc. This also adds to the frustration. My current solution is to try to put the student at ease by affirming the fact that technology can be unreliable at times. I make recordings available to the students of what was covered during class time. That way if they get cut off or are unable to connect, they have an opportunity to still receive the information, provided they can access the videos. There's still too much reliance on technology behaving as we expect.

Offer bonus points for simple, class-related, everyday examples of what you're studying.

Announce random trivia or special brief presentations of interest. Make sessions interesting by inventing virtual cake walks, simple free raffles, and creating a “quote of the day” or announcing an historical event each day! Anything to procure the interest of students while simultaneously adhering to the course. Spontaneity!

Be prompt with emails, use personal pronouns and share similar experiences. Let students get to know you and if they are in trouble, share you phone number and talk to them. They love you for it!

Ask Yes/No questions in the chat. My colleague suggested this and it's a great way to get students to engage in the chat and to check for understanding before moving on to the next concept or topic.

Large classes and remote learning require different engagement techniques. I use chat boxes when meeting and will ask students to provide answers there. I keep them up while sharing my screen. I use polling and discuss answers. Breakout rooms promote student interaction in smaller groups (less than 5 students) but internet connections can make these challenging to use successfully. Most platforms support these techniques.

Hold live sessions, even in an asynchronous class. I hold intro sessions, library tutorials, assignment overviews, and casual meet-ups to increase a sense of community.

Students in my class must post an original response to a weekly discussion question by Wednesday night. They must then respond to two classmates' posts by Friday night. This sometimes leads to an actual back-and-forth discussion. Not the same as an on-ground class discussion, but a reasonable facsimile.

Virtual Classroom by Bongo allows the instructor to conduct real-time polls. I have also shared my screen and conducted a kahoot quiz.

We have remote, synchronous classes so I treat them as if we are in a classroom. We joke, talk about the weather, I use a lot of website jumps in my lectures, and I offer online office hours.

As a psychology professor and the women's basketball coach, I created a free student-athlete engagement class in Canvas that served as a point of connection for the students, and provided resources in training, academic tips, nutrition, and sport psychology. We plan to have virtual speakers and other activities that the student-athletes can use to stay connected to each other and to the coaching staffs. This model could be helpful for areas outside of athletics: finding ways to have a virtual platform to bring students together with common interests (i.e. students from the same major or academic program).

To promote student engagement in the online environment I like to present a bunch of practice problems and ask students to answer questions in real time using the chat feature in Collaborate.

Personal contact with students makes a big difference. I use a lot of discussion boards, and for the first board, I very specifically provide personal responses to each student. Then, throughout the semester, I try to maintain that personal contact. This can be through email, through one-on-one conferences, or through personalized feedback. I want students to know that I recognize them as individuals!

One of the best possible ways to encourage and promote student engagement is to allow for oral participation. Students in my INRW 0420 class love to read aloud and use reflective reading responses. This means students think about the readings, and discuss ways in which those readings are magnified through critical thinking. While in my introductory literature classes, we use oral participation to highlight the specific connotations of words in poetry. This allows students to reflect on specific meanings in specific contexts. Students have said that it help them understand the various levels of interpretation. Yours Rafael Castillo, PhD Professor of English and Humanities Palo Alto College

I think one of the best ways to engage students is to prompt them to compose a quiz or test. It allows the students to think from a different perspective as well as helps them gain a deeper and more permanent understanding of the material.

1. Mix up how the students deliver the assignment. Have them present their assignment using PowerPoint record, Screencast-o-matic, Snag-it, etc. 2. Use technology effectively to engage students. You can use Flipgrid for introductions and other discussions. You can use padlet for collaboration or reflection on learning. 3. Make the discussions on interesting topics that they can take sides on. This will allow them to really discuss. Use questioning techniques to guide them to writing more in discussions. Always have them respond to other students in discussion. 4. Put YOU in the classroom through video lectures and video feedback. Start each week with a video announcement. Use announcements more than once a week. 5. On each week or module, give students at least one assignment that they can get immediate feedback on as well as have multiple opportunities. This could be publisher's material or a quiz.

During synchronous virtual sessions, I send out Google Forms that both incorporate open-ended questions about the day's topic and offer space for students to ask me questions of their own about the topic, course expectations, or campus/college issues generally (study skills, registration, etc.). This allows me to both assess student progress and respond to questions that students may be too shy to unmute and ask. I have found the opportunity for anonymous questions particularly powerful, as I've received questions through Google Forms that students are rarely willing to ask in front of everyone in a face-to-face class (e.g., issues of time management, stress, access to student support services), and I'm able to walk the whole class through these topics.

By using discussion forums and peer-review activities. I have students contact each other to learn how to to submit their peer-reviews with comments and feedback.

You have to be more than ready; be over-prepared. Documents don't always load all the time, computers run out of battery at the most inopportune times, students have poor connections. You must be prepared

I meet with my students about 10 minutes before our chemistry class begins to ask about their families. Yesterday a student sent picture of newly born puppies and the whole class was talkative.

To help students learn the different tools associated with our online learning platform and to have a little fun, I have theme weeks for profile pictures. We all get a kick out of each others photos with themes like Halloween, Bitmojis, baby pictures, prom pictures, and childhood pictures. It builds community and brings levity to the classroom.

I use Zoom and found that sharing the white board with students gets them interactive.

One of the most trying aspects of meeting students through the Zoom platform is helping those with spotty internet service. Alamo Colleges has resolved that issue with hotspots and by extending campus hours. Students can now drive onto campuses and log onto the campus wifi. However, the challenges are more pronounced for students who have disabilities where pedagogical delivery is more effective face-to-face. I'd recommend easing their tensions through positive reinforcement, patience, and understanding.

Not seeing all my students. It is hard to get responses. I like eye contact. It has been a work in progress finding ways to keep students engaged. I play games, put them into groups to work together, find different online quizzes for them to review. It has been a lot of online work. I am grateful for all the training that ACC offered in the summer and is still offering. I would not have wanted to start from square one. Engagement is my biggest concern.

The biggest challenges have been ensuring my students have clear directions, repeated often enough for them to internalize, and convincing them that they need to study all the material I post. They seem to be skipping over items in the weekly modules that are critical to successfully completing their assignments.

Feeling connected to other faculty that I used to see every day.

The hardest task for me this semester has been trying to stay on top of the changes, revisions, and new implementations. Change is inevitable, but so much all at once can deplete the energy needed to produce favorable student outcomes. So much more is needed from the instructor who teaches all remote courses. My passion is teaching and I want to be all I can be; ready and alert, prepared to interact, prompt discussions, debates, and activities, all the while challenging the mind.

Getting back into the swing of things. It has been an absolute challenge managing meetings, every day duties, and teaching courses. It's amazing what a few months out of routine will do to you.

Keeping up with grading. Reading, responding to, and grading discussion boards is more time consuming than talking to students.

Northeast Lakeview has made the transition an easy experience. As we have moved into the semester, we found better ways to make the transition easier for students. We had to change our mindset and our attitudes about how we were going to best serve our students. It was difficult seeing so few students on the campus and helping the ones that were remote was a little more difficult, but we know we have to do what is best for the students.

I'm teaching an evening face-to-face class this semester. I think mine is the only class being taught in the building at the time. It certainly feels very odd to be the only class present, when normally there would be many classes going on. The students have remarked that it's kind of eerie to feel so alone and disconnected. On the positive side (trying to think positively here), parking is never an issue!

The lack of activity on campus. The buildings are basically empty and it is eerie. I hate to think that this may be the new "normal."

For me the most challenging aspect is keeping track of the students who are sick and missing their assignments, and helping them stay on track. I do not want to make them take several exams in a row, so I had to create alternative exams and assignments to help them progress through the course. As you all know, it takes time to create a good exam. So, I guess, my other challenge is lack of time.

Figuring out whether I should actually dress up for these conference-call styled classes. I mean, sure, I could put on a collared shirt and tie. I could wear a lovely cardigan. I could also wear a tee-shit and shorts, a sweatshirt. Heck, I've sometimes wondered if I could wrap my favorite blanket around my shoulders. Do the students want to see the professor in as much of his professional costume as they can given the parameters of the webcam? Does that instill a "buckle up, man, this is still college" sort of vibe? If so, is that good? Or do they want to see me in my sweatshirt in my basement, just as they are. In sharing our lives of visible isolation, we connect on a mutual sympathy.

I have found it harder than I expected to keep up with the physical work of keyboarding all of the grading and responses to students when teaching fully online.

Not having students on campus now that I'm back in my office is harder than I expected. I gain energy from working and seeing students on campus. In addition, staying the course and focusing as well as accomplishing goals has been much harder than I expected.

While communicating with online students has always presented its own unique set of challenges, these challenges have been exacerbated this fall. Many more students are working in a virtual environment and juggling their own set of challenges. (Remote work, learning at home with their siblings or children.) Faculty are not immune to these issues. Keeping up and keep track is difficult for everyone.

It's way harder. I was looking forward to teaching a zoom class, but at the last minute it was made asynchronous. I have never seen nor talked to my students. The asynchronous decision and the fact that so many students entered the course late made many syllabus revisions necessary. Everyone's confused, including me. I feel as though I'm conducting a scavenger hunt more than an English course!

Starting the semester off with remote learning was challenge. Getting myself and my students comfortable with the Zoom classroom was more than a notion. Then, keeping them engaged with all that Zoom has to offer is simply not always enough. However, we do our best. Simply put, I miss the face-to-face environment. If and when we return to it, I am sure I will be an even better instructor due to the remote learning restrictions. Thinking of Beyonce's song, so for now, I am making lemonade!

We're in a campus library. The biggest challenge we've faced is keeping up with thoroughly sanitizing work stations. While we have a great protocol (reduced seating and more spacing), sometimes the flow of users can be overwhelming. We want to ensure not only the safety and health of our patrons and ourselves as staff, but to ensure campus stays open without any shutdowns. This diligence is not always met with appreciation and patience. Another challenge we've found is indifference to 'the message' - instead of using the "Help us slow the spread of COVID-19" - We've thought to express it this way "Help us to keep our campus open", then add the variety of guidelines (mask wearing, social distancing, hand washing, etc.).

The semester is not necessarily harder, but students are much needier than before. I receive double the emails I used to receive. Students express quite a bit of uncertainty. Many have stated clearly that they do not want to be in an online class.

Correcting quizzes, tests, and homework. In person I'd collect them at one time and correct them as a batch, so that I could record them in my record book. However, on-line they dribble in, mixed with the other class work, so I am constantly pulling the different folders, and I have to explain the mistakes and corrections on each return email. I'm usually four days behind.

Not having colleagues around to talk to, not even to say "Hi." I use my campus office so I don't stay home all the time, but few faculty are coming in at all.