Forum response: joining our colleagues to advocate and act for meaningful change

Abrupt adaption: A review of the impact of the covid-19 pandemic on faculty in higher education. The authors present thought-provoking and inspirational ideas to consider as we transition to what a postpandemic higher education culture should look like. This forum forced scholars to examine hard questions about what was and what is, and to give us the space to reflect on the swift evolution of higher education culture exacerbated by a pandemic. [Extracted from the article] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Memorable messages in times of uncertainty: communicative strategies to encourage motivation and connection

In times of uncertainty, the messages we receive can be long-lasting and influential. This study sought to understand what memorable messages students recalled receiving from their instructors at the start of the COVID-19 pandemic and what kind of impact those messages had on them. Based on open-ended responses, students (<italic>N</italic> = 297) recalled emotional support messages most frequently, followed by motivational, solidarity/unifying, compliment/praise, and tangible/informational support messages. Students described how these messages influenced them in a variety of ways, including impacts on their motivation and performance, the instructor–student relationship, and their level of confidence and morale. The majority of these messages had the most significant associations with perceptions of the instructor–student relationship. Results highlight the influential role of instructor messages and provide important implications for instructors’ future communication practices, whether in times of uncertainty or stability. [ABSTRACT FROM AUTHOR] Copyright of Communication Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)