Responding to Covid?19: Experiences of Ashesi University’s Student Affairs Team

The Covid?19 pandemic has revealed the abilities or lack thereof of many higher education institutions to adequately support academic and co?curricular needs students in times crisis. In this reflective practitioner account, Schlossberg’s Transition Theory is used analyse transitional experiences amid how Office Student Community Affairs (OSCA) team at Ashesi University successfully supported as they navigated semester. One-to-one interviews with department heads five OSCA units were conducted alongside focus group discussions a cross-section 17 students. findings suggest that (i) advising, (ii) engagement, (iii) timely online interventions contributed immensely students’ success transitioning from in?person remote learning.