Pandemic Pivots Show Sustained Faculty Change

Abstract In this research paper, we focus on evidence of successful and sustained faculty change as part of our design-based implementation research project contextualized in the COVID-19 pandemic. This work draws on previous collaborative change efforts implemented in a multidisciplinary engineering department at a Hispanic-serving research institution in the Southwest and supported by a multiple-year NSF-funded Revolutionizing Engineering Departments (RED) grant. The abrupt shifts in instructional environments and practices brought on by the pandemic provide a valuable opportunity for us to explore whether and how faculty changes inspired and supported by RED-related activities were sustained during a time of crisis and upheaval. By analyzing and triangulating qualitative data sources such as interviews, recorded faculty meetings and professional development workshops, archived emails, and student surveys, we identified and reported salient indicators of sustained faculty changes, including their awareness and care related to students' success, their readiness and implementation of online teaching pedagogy, and their initiatives in creating inclusive learning environments for diverse student needs. Results suggest the importance of fostering and sustaining change by creating collaborative spaces for faculty to reflect on and support each other's teaching practice. A departmental Community of Practice (COP) related to teaching provided faculty with existing space, norms, and practice supporting each other in reflecting on, adapting, and improving their teaching to support the needs of diverse learners. We share our findings and implications in a traditional lecture.