Presented By: Cora Andrews, Mississippi State University
Co-Authors: Jessica Benson, Mississippi State University
Allyson Moore, No Affiliation
Carley Morrison, No Affiliation
Josey Webb, No Affiliation

The COVID-19 pandemic has deeply impacted higher education, forcing swift adaptations amidst ongoing disruptions. It is widely acknowledged that students are persistently encountering challenges that stem from the trauma of the pandemic; mental health, critical thinking, and the demand for additional support remain constant concerns. Acknowledging persistent challenges, this study explores the pandemic's long-term effects and implications for class delivery, student engagement, student-faculty dynamics, relationships, and expectations. Twenty-nine undergraduate students enrolled in agricultural leadership, education, and communication courses participated in the study (N=29). The survey explored the impacts faced by students, revealing challenges in adapting to virtual instruction (n=21), adoption of new study habits (n=18), and a loss of social interactions (n=18). Notably, none reported facing housing insecurity (n=0). Students also experienced educational setbacks but increased technological skills and adaptability. Participants reported the use of ongoing instructional methods from the pandemic, including the continued use of remote learning platforms when professors (n=28) and students (n=18) are unable to meet face-to-face. Twenty-seven students said they continue to use digital collaboration platforms for group work and lockdown browsers due to the pandemic. Most participants (n=25) acknowledge ongoing benefits from instructional changes, citing the appeal of increased flexibility (n=7), class success (n=7), and variability of instruction (n=6). Participants expressed new expectations for faculty, emphasizing the need for easily accessible resources (n=10), clear remote learning expectations and standards (n=18), and prompt responses to email communication (n=5). In terms of expectations perceived from faculty, student familiarity with online resources (n=8), continuous access to class materials (n=8), and adherence to strict attendance, participation, and assignment completion policies (n=14) were reported. As we navigate the challenges of Long COVID and embrace the new normal in higher education, it is imperative for educators to balance innovation and tradition to foster an effective educational environment.