The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study explores the impact these changes have had on higher education faculty in STEM fields. The results presented in this report are based on 896 responses from STEM (Science, Technology, Engineering, and Mathematics) faculty teaching at the graduate and undergraduate level. Data collection was conducted during the last week of October, 2020. Respondents represented multiple STEM disciplines, with faculty from the biological sciences making up the single largest group, followed by engineering, and those teaching in the physical sciences. COVID-19 has caused a significant shift in how faculty view online education within the STEM fields. As with any sudden change, the experience of faculty teaching online has been varied -- some good, and some bad. Overall, results suggest that faculty are cautiously optimistic about the future of online STEM education. This optimism suggests that individuals and institutions will use their experience in response to the COVID-19 pandemic as an opportunity to reassess how STEM education is currently delivered, and will be more open to new approaches that incorporate online education and digital learning into their curricula. Understanding how to better develop, deploy, and evaluate the tools and strategies faculty could employ for successful outcomes in online learning could prove crucial in the years to come. [This report was commissioned by the National Survey on the State of Online STEM Education (NSSOSE) with sponsorship from Carolina Distance Learning, HHMI Biointeractive, and DigitalEd.]