This qualitative research study sought to help community colleges aid math faculty in making a transformation in their teaching practices. The research questions were: (a) What did it take for faculty to change their teaching style from traditional lecture-based instruction to one that incorporates low-stakes collaborative practice, just-in-time remediation, and attending to the affective domain?; and (b) What can institutions do to support this change? At a single site, a large, public, 2-year institution in southern California, participants in this study were both full-time and part-time faculty members who used identified instructional strategies on a regular basis in introductory transfer-level math classes. Focus groups and individual interviews identified barriers, inspiration, and support for faculty to change their teaching practices. This study found creating a disorienting dilemma to challenge faculty mindsets and then providing peer-to-peer support and a space for faculty to engage in low-stakes, collaborative practice around new teaching strategies, are important steps for faculty transformation. External incentives, such as financial stipends or resources and training, also played an influential role. Institutions and leaders can inspire and support change among their faculty by: (a) lowering barriers to change, such as lack of class time or lack of teaching resources; (b) creating and funding communities of practice and professional development; and (c) aiding part-time faculty in navigating college processes and barriers while also honoring their limited time with financial and resource support.
