The COVID-19 global pandemic caused unprecedented disruption in higher education institutions across the United States, closing college campuses and transitioning instruction to remote learning. During the spring of 2020 and upon the return to campus in the fall, faculty adjusted their teaching of in-person courses to accommodate the disruption. This quantitative research examined instructional change (i.e., instructional technology and in-person instructional strategies) through Rogers's (2003) diffusion of innovations theory, a framework for understanding how innovations, including instructional strategies, are adopted. An online survey addressed three components of the theory: (a) innovation characteristics (i.e., qualities of the innovation), (b) innovativeness, and (c) the social system (i.e., instructional supports) during three time periods (i.e., before, during, and after disruption) at liberal arts institutions in New England. The research found instructional change occurred, some of which continued when faculty returned to in-person instruction. Prior use of strategies impacted use during and after disruption. Instructional technology had more substantial adoption during and after disruption than in-person strategies. Innovation characteristics impacted strategy use during and after COVID-19 disruption, though neither instructor innovativeness or the social system (i.e., institutional supports) were statistically significant. Implications for supporting instructional change focusing on universal design for learning (UDL) are provided, including developing a teaching culture, building upon the changes that occurred during COVID-19 disruption, and using innovation characteristics to prepare for future disruption. This study adds to a growing body of literature on COVID-19 disruption, innovative instructional practices, and enhancing the viability of liberal arts institutions in New England. [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.]