Rising to the Occasion—How Community College Faculty Adjust Instructional Approaches and Student Supports Amid the COVID-19 Pandemic

Abstract

Objective: This study explores how community college faculty adjust their instructional approaches and student supports amid the COVID-19 pandemic. Method: This research drew on a basic qualitative approach to analyze 18 semi-structured interviews with faculty teaching math or math-heavy courses at two institutions. Results: Our findings add to the research literature on community college students’ learning experiences, faculty teaching practices, and emergency remote teaching. Our analysis revealed five themes: (a) Community college faculty ensured and maintained continuity and minimized disruptions in student learning; (b) they humanized teaching and student support without centering their personal struggles; (c) they deepened community building to foster a sense of connection among students; (d) they empowered students in both mindset and practices to keep them engaged; and (e) they viewed the crisis as a learning opportunity to inform future instructional approaches and student services long after the pandemic. Contribution: Our study reveals a change model that captures the holistic and humanizing nature of faculty efforts to inform the future of teaching and learning in community colleges. In addition, our findings unveil some of the most critical components for faculty and institutions to consider when preparing for future crisis management and preparation.