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/student workload.

This paper examines the extent to which community college biology education research (CC BER) has progressed since initial calls for broadening participation by comparing the number of CC BER publications, identifies barriers to and opportunities for community college faculty BER participation, and highlights the importance of institutional networks as a driver for incorporating CC faculty in BER.

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