Abstract
In March 2020, the COVID-19 pandemic altered instructional and learning strategies at institutions across the globe. This emergency transition to remote instruction (ETRI) resulted in ambiguity regarding what to teach, how to teach, and instructor and student workload. We report on a survey-based study of 44 community college (CC) faculty at 16 institutions, with the aim of documenting how our CC faculty colleagues perceived the ETRI, the challenges they faced, and the resources that were—or would have been—most helpful. We conclude with recommendations, in the words of participating faculty, to address prevailing concerns voiced by these instructors: namely, the lack of student–faculty interactions in the online space, concerns about student access to resources, and the demand for authentic research and lab experiences.
| Original language | English (US) |
|---|---|
| Journal | Journal of Microbiology and Biology Education |
| Volume | 22 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 2021 |
Bibliographical note
Funding Information:We thank our survey respondents, Sadie Hebert for assistance with survey creation and distribution, Sergio Molina for help with qualitative data analysis, Heather Bock for making the critical connections with CCURI members, the EDU-STEM network for launching us on this investigation, and #therealcotnerlab group members for feedback on an early version of this manuscript. EDU-STEM is supported by a research coordination network grant from the NSF DBI-1919462. We do not have any conflicts of interest to declare.
Publisher Copyright:
© 2021 Author(s). Published by the American Society for Microbiology.
