Change is a constant in academia, instructional design, delivery, and assessment strategies. Academics must adapt to ensure a continuum of courses that meet learning objectives. This qualitative case study was an exploration of the perceptions, experiences, and strategies used by faculty in higher education institutions who experienced interruptions and required changes in assessments, during times of disruption and emergency. The problem addressed in this study was the challenges experienced by higher education faculty when adjusting assessment strategies and the instruments used to adapt for effective and objective evaluation of student work in a time of sudden changes that impacted instructional delivery. Equivalency theory, as proposed by Simonson in 1999, was the framework used in this study; Simonson's theoretical proposition was that distance educators had to adapt and change to meet the needs of current and future students. The study was conducted over the summer of 2023; 10 faculty members from a higher institution in Central Florida were interviewed to capture their experiences and actions when faced with sudden interruptions caused by pandemic-related threats. The results of the data analysis showed that there is still work to be done, especially in academic governance, community awareness, drills, and readiness, to adapt and respond to issues that arise while meeting the needs of the students. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]