faculty, they are more in control of the situation.

Probable students because they are more adept at technology.

I am uncertain.

This was dependent upon previous experience with on-line learning and teaching. Those with previous experience had an easier time.

I honestly do not know. Both have adapted as far as I am aware.

I don't think anyone has adapted well yet. It's been completely haphazard. We do have the opportunity to make sure that Fall goes better if we systematically train both Faculty and students in best practices for online teaching and learning.

The university has spent ten years investing in the infrastructure for online education, so we should be well-positioned to make this a selling point of UM's plans for the Fall.

Students have made the adjustment very well. They have some very clear goals in mind to get their credits and not stumble in degree progress. They have two main concerns about remote learning--not staying motivated and having an instructor who is all but absent online. Although many faculty are trying to learn how to teach online, many are dragging their feet and continue to disparage online teaching, pitching as clearly inferior, which not only does a disservice to UM in the short term but also is a disservice to our online program. We could instead be using this opportunity to tout our online capabilities through, for example, a marketing campaign. I think it's a shame that we aren't doing so.

Both and neither. There is uneveness to adaptation on both sides. Both faculty and many students have competing demands on their time in a remote environment - particularly because children and other family members are also learning/working remotely. Remote teaching is more intense for both students and faculty.

I do not think we can compare, as there was variation within both groups. Some students fared better than others, as did some faculty. It seemed particularly challenging for faculty with small children to manage the remote transition.

I think both groups did the best they could. My students were wonderful, but some of them (good students who always showed up for class) just drifted away once we went online. And the faculty worked really hard, but too many of us relied on Zoom meetings when there are many better online tools available.

Generally, both have done a good job. Remote teaching was not too difficult for most faculty, but it meant extra preparation time and more e-mail or virtual interactions. Students generally did fine, but a proportion of the students struggled both with technology access and discipline to complete the assignments and examinations in a timely manner. Many students struggled with computing and internet resources during the spring semester. Students also seemed to rely on class meetings to structure their approach to learning and to substitute for regularly engaging with course materials outside of class. The CR/NC option was critical to student success and limiting failure.

Maybe faculty. Years of PhD training and work experience have made them good at learning new things fast. Students (especially undergraduate students) have a harder time to adapt because online learning requires much more self-discipline which is lacking in some of our students.

I think faculty have adapted better. Faculty are more enthusiastic now about remote learning that many of our students are.

Faculty, because the available resources.

Faculty adapted very well, and I did not hear about any major problems. Most students also adapted quite well. In most cases, failure had little to do with the fact that the classes went remote, but there were signs of trouble before spring break.

I think faculty have had the larger learning curve in using the technology and working electronically. In most cases I think they have adapted better, but it is more important to consider who, in comparing the faculty, have adapted better. Some faculty were already teaching at least partially online, or relied on ecourseware a lot, whereas other faculty who had done neither struggled.