Students were the main reason for my positive teaching experiences in Zoom in Winter Term. They were open, hard-working, and willing to be engaged. These first-year students prepared for each class meeting, wrote thoughtful reflections on our topics, and took steps to help create a supportive learning community.

I was teaching a short-term intensive course during our January Winter Term. It was scheduled to meet synchronously in Zoom five days a week for three hours a day for 3 ½ weeks. Yikes. Winter Term at Elon is a challenging format.

Beforehand, I was quite nervous about how to engage the 34 students in Zoom. In a pre-course survey, students sounded a bit wary or worried too, even after having had some previous experience with online synchronous classes in the fall.

Have you ever before heard faculty talk so much about emotions?

Cathy Davidson, author of The New Education, asserted on the HASTAC blog that “our summer of planning for better online learning this Fall will be wasted if we do not begin from the premise that our students are learning from a place of dislocation, anxiety, and trauma. So are we.”

“Precarity, uncertainty, grief and feeling overwhelmed abound,” observed Becca Pope-Ruark in Inside Higher Education. She cautioned faculty to pay attention to signs of debilitating burnout.

Review: Flower Darby with James M. Lang, Small Teaching Online (Jossey-Bass, 2019)

In light of the COVID-19 pandemic, I’ve been desperate to read advice on how to teach well online. Since we may well be teaching remotely again sooner or later, I decided to read and review Flower Darby’s Small Teaching Online.

Bottom line: Yes, I think it’s well worth a read.……..

But before you read:  Clear your mind. Give yourself a treat for having survived the spring. Take a vacation.