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Spring 2020 marked the start of a national pandemic response teaching (PRT) period as colleges and universities responded to the public health emergency and associated upheavals and restrictions. Instructional practices and delivery modalities changed during this period, but there have been lingering questions about any lasting impact on pedagogy. In 2025, we conducted a national survey, following up with instructors of undergraduate chemistry, mathematics, and physics courses who had reported on their teaching in 2019, to explore this question. This paper focuses on questions about modality of instruction, distribution of class time between lecture and more active practices, and a set of other common instructional practices. In general, we find an aggregate return to pre-PRT practices, although there has been uptake of certain auxiliary digital practices (e.g., online office hours). 

In the spring of 2025, introductory Physics, Calculus, and Chemistry instructors were surveyed about their usage of active learning techniques and use of Research Based Instructional Strategies. Using open-source large language models running on consumer hardware, responses to open ended survey items data were analyzed to better understand the usage of specific strategies during and after the Pandemic Response Teaching period resulting from the COVID-19 pandemic, as well as for reasons how and why instructors adopted, maintained, or stopped RBIS. While the large language models were able to apply qualitative codes to the data, their effectiveness was significantly varied based on the dataset, initial prompt, large language model used, code specificity, and code prevalence. 

Poster 

In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 

In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians.