I had to leave out some of the more "fun" anecdotes etc, in my online format that usually is included in face to face.

To allocate hours for the variables for online teaching. I have learned to be even more patient, encouraging, realistic and innovative with this change.

Patience Challenged to learn and use new teaching methods and technologies

I believe my communication improved. Since we did not have meetings in person, I had to better document and share information and I believe that has made me a better leader.

Online teaching required an enormous amount of front loaded assessment rubrics in writing that I usually provide in person as part of the in-person interaction. I think this forced me to articulate some of the implicit expectations of the course that helped level the playing field between students with different backgrounds.

I was forced in March to reformulate my semester schedule to accommodate the dramatic increase in meetings, incoming information, and student needs. Having a semester plan in place prior to the outbreak made it easier to see where and how to adjust. Helping students understand how they can adjust plans and expectations, especially for those who had to return from study abroad has been important. I believe that if I had the opportunity to lead faculty, I would provide some guidance for faculty on what our departmental response and expectations would be and I would provide assistance for carrying those out in an effort to be more proactive than reactive.

Flexibility and thoughtful problem solving.

Making sure to reach out to everyone from faculty to adjuncts to grad students as much as possible, rather than relying on seeing people in the halls or on regularly scheduled faculty meetings.

I have not taught fully online so I cannot address, but a critical step is to become familiar with the M50 protocols. We had a visitor from the online program discuss this with faculty a couple of years ago and then one of our faculty members developed an online GENED lab course and shared the process with the faculty as he progressed.

I asked faculty who have taught online courses to share their experience with other faculty members and also IT support staff to join our faculty to answer their questions. Effective leaders need to know how to best make use of the resources available to them.

I have spent more time meeting with students in Zoom meetings and arranging Zoom conversations with students. I think I should have been holding more student forums before this. I will try to hold more in the future.

Work harder to face the changes and challenges.

Most difficult to figure out was the frequency and modality of communication with faculty and students. With students it stayed with email for the rest of the spring, but I think we will add some Zoom get-togethers with our students in the fall. In particular, with racial justice being a major issue during the next year, we want to make sure that we are more visibly with them. In terms of my interaction with our struggled with how much I should burden them with meetings. So we started with a lot of e-mail traffic and then added Zoom meetings to the mix.

I have always been comfortable with remote communication (email, Skype), so I did not see a huge leap into working completely online. Probably working more with Zoom will help me as a chair.