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This study presents a qualitative analysis of data to help understand online teacher presence, self-perceptions, and experiences of faculty who are teaching online at a large adult learner University. Online programs have been designed to facilitate high quality teaching for this population by combining elements of both synchronous and asynchronous instruction. In this study, instructors were asked to describe their online teacher presence and experiences. Focus groups were conducted with faculty participants online to capture their voices. Transcripts from participants’ comments were analyzed qualitatively using a phenomenological method of inquiry. This analysis resulted in a narrative integration of significant statements, formulated meanings, and a cluster of themes. Themes centered around being present, making a positive impact, establishing connections with students, and related a sense of power through interactive dynamics. These themes described behaviors that resulted in empowerment of faculty online presence and a pathway to teacher presence in online instruction.

Introduction: Student success in institutions of higher education is of mounting importance as the link between education, health, and well-being grows. This study investigates adverse childhood experiences (ACE) that may confer resilience or may negatively impact a student’s educational success independent of other known factors for educational achievement. Methods: A cross-sectional survey-based study was conducted using the 2012 Behavioral Risk Factor Surveillance System (BRFSS) data to investigate a large representative US Population of 25-35-year-olds (n=2,543) that were surveyed on ACE measures. Univariate and weighted multivariable logistic regression models focused on educational success in those with and without ACE factors are presented. All data management and analyses were conducted using SAS® 9.4. Results: Each single level increase of ACE reporting indicated an unadjusted 5% decrease in odds for obtaining some college or a college degree. Adjusting for other ACEs, demographic, socioeconomic, behavioral, and health factors, parental depression and mental illness in childhood was associated with college success, while those who experienced parental drug use, prison time, divorce, and being physically hurt at home as a child had statistically significantly lower odds of college success. Other significant predictors of academic success included being female, normal weight, never smoking, never being married, reporting good/excellent health, and exercising with a c-statistic of .88 indicating a strong prediction model. Conclusions: Higher education success and the myriad of associated public health benefit requires significant student and institutional interaction to be flexible enough to engage traditional as well as adult, non-traditional, and underserved student populations. Understanding the modifiable and non-modifiable constellation of health and well-being factors will better allow a more population-based student-centered approach to higher education. Keywords: education; public health; learning; Resilience