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The number of students presenting risk behaviors as defined by Sokolow, Lewis, Wolf, Brunt, Byrnes, (2009), is increasing, creating critical concerns for community colleges. This study examines North Carolina community college counselors and how they respond to students who present risk behaviors. Are there consequences if counselors are not trained to deal with students in crisis? How confident are community college counselors in North Carolina when assisting students who present risk behaviors? This study investigated these questions and determined the qualification levels of counselors who serve students on such campuses. Findings from this study indicate that North

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined

This embedded case study focused on the experiences of coaches and community college faculty who participated in the coaching portion of an emergency remote transition project. The transition project was holistically designed to support community college faculty who had prepped for face-to-face courses and were shifting to remote teaching in a short period of time. Coaching services were one element of the project that also offered webinars, creation of short tutorial videos, and other support services. Qualitative and quantitative data were analyzed. Coaching was successful in helping community college faculty transition from teaching in-person courses to fully online courses quickly. Community college faculty showed determination, resilience, and remained dedicated to their students' successful completion of the semester despite the worldwide pandemic.

This embedded case study focused on the experiences of coaches and community college faculty who participated in the coaching portion of an emergency remote transition project. The transition project was holistically designed to support community college faculty who had prepped for face-to-face courses and were shifting to remote teaching in a short period of time. Coaching services were one element of the project that also offered webinars, creation of short tutorial videos, and other support services. Qualitative and quantitative data were analyzed. Coaching was successful in helping community college faculty transition from teaching in-person courses to fully online courses quickly. Community college faculty showed determination, resilience, and remained dedicated to their students' successful completion of the semester despite the worldwide pandemic.