 One of my biggest concerns at that point was managing my expectations and student expectations as well. We worked really hard in both my classes to create community and my classes were built around small group discussions, collective problem solving, and we had a number of really great guest speakers come into the classroom. And I think I was most concerned about how we were going to carry all of that life over into a digital space. But thankfully I had a really wonderful TA who was willing to talk through the process with me when we sat down for a number of meetings and brainstormed some ways to sort of hold our community together in the classroom, which included things like setting up optional peer reviews for the final papers, asynchronous breakout discussions, and I even tried to find some fun prizes to give away for participation. I tried to make use of a lot of materials that I knew were already online, and on the web and when I could, I even invited a few experts and former students to record some short five minute videos on their take on some of the class topics. We had, for instance, a former student who's a video game designer came in to talk about Indigenous gaming. I think that the primary goal in March was to lessen the load for my students, for my TA and for me. My TA and I both held regular office hours and collab ultras sometimes, even together, where we basically just hung out and had coffee and invited students to drop in and chat. And we had conversations with anyone who came by. But I also sent out a few general calls to all my students on more than one occasion that I would offer feedback on any thesis statement that they sent me for final essays. And that was no matter what state that thesis statement was in. That's not something I usually feel that I have the time for in sort of the hectic day-to-day life of general instructing. But with COVID, I felt I had a little bit more time, and it was actually something that I really enjoyed. More than half of the students ended up sending me some version of a thesis statement. And I really had a good time being involved in the writing process from the ground up and seeing how those ideas developed into the final papers. When we bring technologies into the classrooms and we get students engaging with digital tools, I'm teaching those tools, things are going to go wrong while I teach them. And so really foregrounding that in my pedagogy and being in conversation with students about that and saying, these things are going to go wrong at times in front of the classroom. But that is part of what it means to learn with technology, right? This is solving together is going to make the work that we do here stronger. And being willing to laugh at yourself and to not have your feelings hurt when students laugh at you in the chat or in other ways is part of it. I think for me, a story I have from the shift in March, one of the moments that really helped open things up for me is that I wanted to create that community feeling that I was worried we were going to lose. And so I was going to do a screening of a short film with students. And I was going to try and do that by screen sharing. And we students would come, you know, I was like, bring your popcorn and we'll all watch the short film together and then talk about it like we would have in class. But I didn't realize exactly how much bandwidth that was going to take to do a screen of a video and have 40 students in the space at the same time. And so that crash and my in the moment my solution was actually just to put that same video up on an iPad. And then I pushed behind my computer with the iPad and held it up. And the chat just hear the chat going bing, bing, bing, bing with students laughing and saying they couldn't move. And we all in the end, we ended up watching the film. We all had a good laugh. And you know what, that wasn't so bad. Like it actually, I think, worked in my favor. I think it actually broke the ice a little bit. It sort of took the seriousness up. It showed the students that I was making mistakes in the space as well, too. Recognizing that we're not in this alone, that all of, even folks like me who have experience teaching in little spaces and working with digital technologies are having these anxieties and like these moments in the middle of the night where we wake up going, oh my God, I have to get this class online. And I think where of that and realizing that it's OK to reach out to colleagues. It's OK to reach out to people in your own department, but also folks in CTLE or folks in anyone who else is teaching in this space, bearing those concerns and brainstorming together about potential ideas, I think, is can really alleviate some of that pressure and can give you a body to work through as your materials. I think for me that can be are really important is trusting your students, not going in classroom with a sense that students are out to get you, but that they are there as co-learners and that you succeed. Teaching is always taxing work. I find nothing more exhausting than a day of teaching. But teaching online is taxing in a different way and it is going to have an impact on your health and your just the way you feel and conduct yourself. So giving yourself space to feel that, making room to have that exhaustion and having support teams in place that you talk to, that you can vent with. I think a long way in making and hoping profs to find a sustainable path through this new world we live in.