Nisma Elias (PhD student, CIDE), Kelly Collins (PhD Alum, HE), and Jennifer P. Steiner (PhD Alum, HE) co-authored the chapter, “Transforming Crucial Academic Support Services During a Pandemic: An Experiential Autoethnography” published in a timely book, Strategies for Student Support During a Global Crisis, which reflects on the work of educational professionals during global crises, how serving and teaching students have been impacted, and the best practices for student success in both online education and hybrid formats. 

From the chapter abstract: “This chapter explores the transformation of teaching and leadership practices at the Student Academic Success Services office (SASS) at the University of Minnesota in response to the COVID-19 pandemic. The sobering reality of the disruption to on-campus instruction due to the escalating pandemic required a multi-pronged approach for a workplace geared towards advancing the academic progress of its students. Through a collaborative autoethnography the authors, who work with students to improve academic performance through courses and individualized coaching sessions, chronicle how they were able to pivot rapidly and transition effectively into virtual modes of teaching and supporting students.”