# data[].attributes.headline
Faculty who are overworked already, asking them to do more

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Faculty who are overworked already, asking them to do more

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Time!

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Faculty who don't want to change (comfortable) along with not having the money/resources to get the resources students need

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Getting access to and opening the minds of students who have already made up their minds about who can do mathematics

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Getting access to and opening the minds of students who have already made up their minds about who can do mathematics

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Growing the number of allies who do stuff.

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motivating students to interact with learning materials

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motivating students to interact with learning materials

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There are a lot of "traditional" faculty in my department who mostly bemoan "students these days" and I worry that affecting change outside of myself will be really challenging.

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The things that worked pre-pandemic don't seem to work now

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some want to change fast and look down on the conservative ones

Others think this is all a crazy fad distracting from REAL math

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campus culture - lacking scholarly environment

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campus culture - lacking scholarly environment

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We're not allowed to have "underenrolled" courses. That makes it difficult to hold many upper level courses

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Trying to do too much and still sleep.

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Reliance on part-time faculty that move on to some other school.

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Reliance on part-time faculty that move on to some other school.

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Too much to do, too little time, and everyone expects me to do more than what I can provide

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When students have internalized "who can do math"

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too many initiatives, not enough communication/collaboration

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too many initiatives, not enough communication/collaboration

# data[].attributes.body
not enough communication/collaboration on them (one unit is doing something, another is doing something else, no one knows what anyone is doing until it is done)

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Trying to do a lot with less. It can become...rough when you want to make change, but it seems there are a number of obstacles (administrative, political, financial) that make it difficult to produce said change.

# data[].attributes.subject
Trying to do a lot with less. It can become...rough when you want to make change, but it seems there are a number of obstacles (administrative, political, financial) that make it difficult to produce said change.

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How do we train a large number of faculty to teach with a focus on equity and be good colleagues in hostile environments?

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Even when you have a group of faculty who are using best practices and working with the best of intentions, it doesn't solve all the problems for the students

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Even when you have a group of faculty who are using best practices and working with the best of intentions, it doesn't solve all the problems for the students

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Generating student engagement. In my experience, students over the past few years participate less than they used to, despite efforts to make it easier/more rewarding to engage.

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Lack of support from Administration and institutional structure.

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Lack of support from Administration and institutional structure.

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Administration support; it can be hard to get them to allow us to make changes without yielding immediate benefit or costing nothing

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The tension between a university vision of culturally sustaining work and budget-driven decision-making when "rubber hits the road" for action

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The tension between a university vision of culturally sustaining work and budget-driven decision-making when "rubber hits the road" for action

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Administration that does not understand the difference between teaching math and liberal arts. Some of the classroom and online technology needs are different.

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We all assume students come to us prepared to do the work and to study, but I've found so many of them just don't know how to study and/or have such weak foundations that they won't be successful, yet they "qualify" to be in the classes

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Perception of Mathematics among STEM professionals (in particular) about the role of Mathematics at the Institution.

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Perception of Mathematics among STEM professionals (in particular) about the role of Mathematics at the Institution.

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Trying to get students to have more confidence to try new ideas

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The current state of many classes taught by adjuncts, that may be good, but do not participate in improving the overall picture.

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What the next generation of students will be like .... and each student is unique regardless of how we generalize

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In my state there are governmental headwinds for anything DEI related. That feels hard to navigate.

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Cost of texts/resources can be overwhelming to students who don't come from means (yet we seem to always assign the $100+ textbook with the $99 online homework software)

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How to deal with "grandstanders" AKA people who act like they support DEI but actually are just doing it for themselves.

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I'm not certain if people are willing to accept the reality regarding students' mathematical preparation and proper course placement.

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I'm not certain if people are willing to accept the reality regarding students' mathematical preparation and proper course placement.

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Students don't know what the higher-ed "mathematics" curriculum is supposed to be, we lose some students because of this.

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how to know what students can do when we are "test optional"

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how to know what students can do when we are "test optional"

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I would love to sit down with FTIC and talk to them about what's expected of them in college.

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I would love to sit down with FTIC and talk to them about what's expected of them in college.

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How do we find open resources that have a rich set of examples so that you do not have to reinvent the wheel in one or more of our 4 different classes.

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On the whole I worry that I am not doing enough to support or inspire African-American students in my classes, where they don't appear in large numbers, and pass in lower numbers than other groups. Especially men.

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Finding ways to read books and online websites with low vision issues.