Abstract
Using an organizational development framework, we consider different aspects related to first-year mathematics courses leading to STEM fields. We use the Weisbord six-box model to describe how the pre-pandemic structures and mechanisms helped our instructors weather COVID-19 and how changes were implemented to cope with the challenges faced. Certain practices adopted at the height of the pandemic are still in place, while others are not. We share this information as well as some of the innovations that were used to build relationships and provide informal rewards, two key aspects that are often overlooked. We also share some of the documented trends, continued challenges, and lessons learned.
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