Denise Mussman, University of Missouri-St. Louis, Missouri, USA
Jennifer Brondell, Clemson University, Clemson, South Carolina, USA
Elise Geither, Case Western Reserve University, North Ridgeville, Ohio, USA

Denise Mussman, University of Missouri-St. Louis, Missouri, USA

1. How has the COVID-19 pandemic impacted you in the classroom?

My classes have been hybrid, which means classes alternate in person and via Zoom. During the lockdown, they were all on Zoom. I've learned to use breakout rooms and it's harder to get students to participate in class discussions. Two semesters in the ITA class, which is semester-long, I taught in person and on Zoom at the same time. I won't do that again! We currently wear masks in the classroom, which makes teaching pronunciation tricky. Going forward, I will schedule classes in person when possible.

2. With the challenges faced by educators during COVID-19, please describe a positive moment during the pandemic in your teaching and/or classroom.

During the lockdown, two Korean students moved back home, and one was quarantined in his bedroom for two weeks. I created an alternative evening Zoom class to accommodate them and students who overslept and missed the morning class. When his quarantine was up, he ran out of the house and met his friends at a bar. He was so happy and couldn't wait to tell us.

It was fun teaching two brothers in the ITA class, one in person and one back home in Pakistan. One of the students in the ITA class this semester just started a bakery business, so she brings treats to class, which has increased the energy level of the students.

3. What goals do you have moving forward?

I still enjoy teaching international students, especially ITAs! It's always my goal to improve assignments and outcomes. I'd like to publish findings of my dissertation research on the learning of oral communication skills of transfer graduate MBA students from Taiwan and China. I'd enjoy writing a textbook on teaching etymology or oral communication skills. I edited a book of teaching activities, New Ways in Teaching Writing, which was revised for TESOL and self-published a children's book about a honeybee. It's hard to find time to write. I'm so busy grading, but that is my long-term goal.

Jennifer Brondell, Director, ELP, Clemson University, Clemson, SC

1. How has the COVID-19 pandemic impacted you in the classroom?

For me, COVID made it possible for me to actually have classes and be visible to the Graduate School and different departments. (Remember there was basically nothing until I arrived in August of 2019.) There was a need on our campus to support the international graduate TA and RA students (that make up 1/3 of our graduate population) who could not arrive in the U.S. because of visa complications. In order to retain the students until they could arrive, and also allow them to keep their assistantships, they enrolled in my fellowship course. They did not receive a stipend while living out of the US. I had a section that focused more on language and culture, and the other section focused on culture and teaching. I had 19 students Fall 2020, 19 Spring 2021 and I have 2 Fall 2021. I eventually had several sections for those students who had to repeat and ended up offering a research communications section. I have learned how to engage on Zoom and use materials that aren’t overly onerous, which I think is important in an ITA classroom. I have learned the importance of belonging more than I ever thought I would. I have seen more resilience than I thought imaginable, while at the same time witnessing a lot of vulnerability.

I am still teaching everything on Zoom because I need to be able to see my students’ faces when they produce language. I have small classes and we know each other well. I strive to have purposeful work for my students that we can talk about and share with each other online. Our classes are quite personal spaces, so even though we are online, I feel quite connected to everyone.

Recently I invited all of my fellowship students to my house for a get together. They’ve all arrived in the U.S. now but two. It was amazing to see them talking to each other in person after only knowing each other online. They were joyous and thankful and shared some wonderful food, as well. I was just glowing. I feel like I do what I do for those very kinds of moments.

2. With the challenges faced by educators during COVID-19, please describe a positive moment during the pandemic in your teaching and/or classroom.

I think what I describe above is really positive, so maybe I can count that. If I could pinpoint a specific positive thing it would be in the Spring of 2021 when I invited my fellowship students from Fall of 2020 to talk to the students who were still stuck abroad without visas. I was so happy to see how helpful and thoughtful they were. They showed up even though they weren’t from the same country or department. I think ITA classes in general are great in the way that they bring together ITAs from different departments, but this was exceptional.

Of course my recent face-to face get together with students was awesome and a real highlight!!

I also had a great evaluation where a student said he felt so much more prepared coming to the US and teaching after having taken my class. He said he doesn’t know what he would have done had he not taken it.

3. What goals do you have moving forward?

SO MANY! I kind of have everything to do since I just got started. I want to streamline the testing process and centralize the information for the departments and students. I am developing a “What you Should Know” document for ITAs with my current ITAs to put on our website, the IS website and some other places. I want to create a welcome video and some quick tips. I am working toward a summer boot camp for ITAs. I want to incorporate myself into the department TA trainings they hold before the semester starts, as well. I need to train more raters and I want to include undergraduate students. I am working with the Office of Teaching Effectiveness and Innovation and the Graduate School to have TA training that is inclusive of our international teaching assistants.

Elise Geither, PhD, Associate Director of Spoken English Programs, Case Western Reserve University, North Ridgeville, Ohio

1. How has the COVID-19 pandemic impacted you in the classroom?

We are back to the classroom this semester (Fall 2021), and I have found that I needed to rebuild some of the engagement that had been built over time/word of mouth. So there is much more advertising of the seminars and tutoring. Personally, being out of the classroom for so long, it took me time to re-acclimate to being in front of a class and to settle back into my teaching skills. Just as it took time to get used to being a "talking head" in Zoom and taking the time to create online courses that allowed for maximum engagement, now it is taking time to get used to being in front of the class. I also find that planning events takes me more time than before; it was easier when we were "in the swing" of things. There have also been some changes and staffing on campus is low.

2. With the challenges faced by educators during COVID-19, please describe a positive moment during the pandemic in your teaching and/or classroom.

I had to advocate continuously for students who were overseas. Many students found themselves taking classes when it was midnight or 1 a.m. in their time zones. I moved the seminars in Culture and Communication online but also moved the time to 9 p.m. my time. While it was daunting and tiring, the number of students that attended, and seeing students from so many countries jumping online, was a bright moment. The seminar was an important way for students to stay connected to the campus community.

3. What goals do you have moving forward?

I am still struggling to advocate for those students still "stuck" overseas. The students are still struggling with courses that do not fit their time zones. My goals are to continue to advocate for these students and allow them to have equal opportunity as part of the campus community. I'd also like to work with students next semester to better understand their past and present experience and discover new ways to support them in spoken English and to support ITAs in their teaching duties. I piloted a seminar on "teaching in the US" and would also like to continue to develop the course into one where ITAs and TAs can meet to share their experiences. It is an interesting time working to reconnect after a long time online. I look forward to the unique experiences coming next semester.