Abstract
In an effort to increase community college (CC) biology education research (BER), an NSF-funded network called CC Bio INSITES (Community College Biology Instructor Network to Support Inquiry into Teaching and Education Scholarship; INSITES for short) was developed to provide intellectual, resource, and social support for CC faculty (CCF) to conduct BER. To investigate the efficacy of this network, we asked about the barriers and supports INSITES CCF have experienced when conducting BER and how specific INSITES supports have mitigated barriers and provided support for network members to engage in BER. We conducted interviews and focus groups with 17 network participants, representing 15 different CCs. Qualitative thematic analysis revealed six main barriers that INSITES CCF experience when conducting BER: time constraints, knowledge, incentives or rewards, administrative or peer support, infrastructure, and stigma or misconceptions associated with being CCF. Participants indicated how the supports provided by INSITES helped to mitigate each barrier. Social support was especially critical for CCF to develop a sense of belonging to the CC BER community, though that did not extend to the broader BER community. We describe how these supports function to support BER and recommend four actions for future support of CCF conducting BER.