Samantha L. Johnson1, Jennifer Caputo1, Katherine Spillios2, Astrid Mel3, Mary Stenson4, Jessica K. Fleming5. 1Middle Tennessee State University, Murfreesboro, TN. 2University of Mount Union, Alliance, OH. 3Mercy College, Dobbs Ferry, NY. 4College of Saint Benedict/Saint John’s University, Saint Joseph, MN. 5The University of Tennessee, Knoxville, TN.

BACKGROUND: The COVID-19 pandemic required a rapid shift to emergency remote teaching (ERT). The purpose of this study was to characterize the experience of kinesiology faculty during the COVID-19 ERT. METHODS: A survey about pedagogy practices and support of faculty by their institutions during the COVID-19 pandemic was completed by kinesiology faculty at all ranks (N = 112). Responses for 39 Likert scale and multiple choice questions and 6 open-ended qualitative questions were analyzed. Open-ended response questions were analyzed using the thematic and content analysis method. RESULTS: Faculty surveyed had high confidence in their ability to change their pedagogy (68%) during the pandemic and they knew where to go for support (80%). Faculty felt supported by their institutions (79%), departments (77%) and professional organizations (47%). Most faculty noted their teaching load for the upcoming fall semester did not change (72.3%); however, 60% noted their overall work-related responsibilities had increased. To achieve the transition to ERT, 81% of faculty reported needing extra course preparation time, with only 19% reporting no extra time and 51% needing up to 5 extra hours per week per course. About a third of faculty are interested in continuing some form of online teaching. CONCLUSIONS: Overall, kinesiology faculty in this sample reported being supported and confident in their ability to pivot to online or altered face-to-face teaching despite little previous experience. However, the majority also indicated that the preparation for online courses did require extra time, which is notable for programs interested in leveraging the proportion of faculty interested in continuing online teaching to enhance flexibility in their programs.

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