Abstract
This study examined the experiences of mathematics students (n = 2867) and faculty (n = 81) at California State University, Fullerton during the fall 2020 semester during which all mathematics classes were taught in a synchronous virtual setting as a result of the COVID-19 pandemic. Survey results showed that faculty concerns centered around student participation, communication, and academic integrity, while student concerns focused on understanding the material, performance in the course, and commuting to campus. For both students and faculty, appreciation for increased time flexibility was accompanied by feelings of disconnectedness from the course. While student course outcomes did not affect student preference for virtual courses, there was evidence that faculty and students may have experienced virtual learning very differently. As educational institutions move forward there will need to be substantive discussions involving both faculty and students that address the role that academic departments can take to ensure equitable learning for all.