and colleges worldwide have quickly moved campus-based classes to virtual spaces due to the COVID-19 pandemic. This article explores the impact of this sudden transition of learning and teaching based on experiences and evidence from six institutions across three countries. Our findings suggest that although online and remote learning was a satisfactory experience for some students, various inequities were involved. Many students lacked appropriate devices for practical work and encountered difficulties in securing suitable housing and workspace. Students were stressed, and faculty were, too, especially those in precarious employment. The lack of fieldwork and access to laboratories created special challenges. We are concerned that the lack of hands-on experience could cause a decline in enrollments and the number of majors in geography over the next few years. This issue must be addressed by making introductory courses as engaging as possible. It is too early to determine the extent to which online and remote learning can replace campus-based, face-toface geography education once the pandemic ends, but the new academic year of 2020-2021 will be revealing. Nevertheless, the COVID-19 crisis has revealed preexisting problems and inequalities that will need our collective effort to address, regardless of the pandemic's trajectory.

COVID-19 challenged higher education to rapidly shift to remote course delivery. This study surveyed community college students ( N = 356) about their confidence in completing learning related tasks before and after the shift, access to technologies used in in remote learning, and disruptions that impacted their learning. Results indicated notable declines in confidence across all demographics with significant changes in those age 18-21and for those without prior online course experience. Technology use for remote courses was primarily laptops and smartphones. Students reported the most significant changes to work-life balance came through employment changes and mental health issues. Instructional changes were both positive and negative in workload organization, course delivery, communication and technology. Institutions can use this study’s findings to enact contingency planning, expand online and blended course options, refine academic and social support, and allocate resources to mental health.

What is possible if Dayton became a city that intentionally welcomed immigrants? This question was the starting point for a community conversation about the wellbeing of and outreach toward immigrants in a midsize city in southwest Ohio – the City of Dayton. This paper examines the processes employed to support the emergence of an immigrant-welcoming initiative now called ‘Welcome Dayton’. Early conversations resulted in a formal plan, written by the community and endorsed by city commissioners, which realigned and crystallised local priorities, sparking a wide spectrum of efforts aimed at becoming a welcoming city. Using qualitative methods, primarily participant observation, we identified practices of creating spaces where both long-time residents and recent immigrants come together in a way that recognises and reveals the value of each participant’s perspectives and ideas. Herein we examine the practices of creating and sustaining Welcome Dayton, paying particular attention to the role of recognition in generating ‘resourcefulness’ in the community.

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