This mixed methods study at Delaware Technical Community College documented a turbulent time in higher education during the COVID-19 pandemic. Student pass rates in the spring 2019 and spring 2020 semesters were analyzed using a paired t-test. The null hypothesis, P1 = P2, was rejected, at [alpha] = 0.05 level of significance. Pass rates were disaggregated by discipline (subject), gender, race, and ethnicity. Statistical significance was found in criminal justice, English, math, physics, social science, and first-year seminar courses. Statistical significance varied by gender, race, and ethnicity. Faculty who taught during the spring 2020 semester were surveyed about their perceived experiences during the rapid shift to emergency remote learning and how they could be better prepared to provide academic continuity and support students in the face of a disaster. All respondents when asked about supports need indicated all resources queried would be "helpful" or "perhaps helpful" and resoundingly believed support of student success was most needed. Faculty responded about changes made to their courses when transitioned to remote learning. Results indicated 100% of faculty made at least one change in their courses and 100% used at least one new teaching technique. Analysis of the qualitative data about faculty experience of the rapid transition to remote learning found faculty perceived time was the most problematic. Other themes were mental health specific to stress, challenges, and working from home; lack of needed resources; and concerns of student success. Faculty responses to what support they needed to be better prepared to provide academic continuity and meet the needs of students indicated comprehensive support, time reallocation, resources, professional development, disaster/pandemic plan, and support for students. The literature review found few institutions had a comprehensive disaster plan that includes academic continuity in the face of a disaster. The conclusion of this study suggests all institutions write, review, practice, and revise a comprehensive disaster plan as supported by these results and the literature reviewed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]