This chapter presents the experiences of adjunct faculty in the SAGE 2YC: Faculty as Change Agents project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the country, implementing changes in their classroom teaching and beyond, and leading follow-on workshops in teams on campus and/or in the region. The participant stories illustrate how the project gave them agency and validated their work. Adjunct faculty make important contributions to student and faculty success, and there is power in engaging adjunct faculty as leaders and change agents and fully realizing their potential.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

Online education has increased rapidly since its inception and will likely continue this upward trend postpandemic. Strategies of successful online instructors include incorporating active learning, effectively communicating with students, and using universal design and backwards design principles in course development. Additionally, online instructors need institutional support in the form of: professional development opportunities to foster their continued growth and course improvement; student support for online learning through training modules and technological support; and facilities, such as testing centers. This chapter presents examples from experienced online educators to help faculty and administrators support effective online instruction for students.

Providing pathways that support geoscience transfer students from two-year colleges (2YC) to fouryear colleges and universities (4YCU) addresses enrollment challenges, diversity, equity, and inclusion issues, and helps build the 21st-century geoscience workforce. Building bridges between 2YC-4YCU programs can happen in various ways, all of which support students, strengthen geoscience programs, and help 2YC geoscience faculty feel less isolated. We present three regional examples of how 2YC geoscience programs have developed bridges with 4YCU partners. While these examples are geoscience-specific, they are broadly applicable to all STEM fields looking to engage and support transfer students.

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