UITL Remote Teaching Communities of Practice

Communities of Practice Goals and Outcomes

To lend support to instructors and extend and amplify the resources available through keepteaching, the University Institute of Teaching and Learning offers seven Remote Teaching Communities of Practice. 

As outlined by Wenger and Trayner, Communities of Practice are built around

  • A domain of interest: Members “share a concern or a passion for something they do and learn how to do it better as they interact regularly.”
  • A community: Members engage “in joint activities and discussions, help each other, and share information”
  • A practice: Members, as practitioners, come together to “develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems”

The Communities of Practice developed around three themes: 1. assessment and evaluation of student learning; 2. inclusivity and access; and 3. quality of student engagement and experience. 

Facilitators and Co-faciliators will support all participants and encourage among members mutual support as they​:

  • Create and implement strategies to evaluate remote student learning

  • Promote student engagement with remote instruction

  • Foster and maintain inclusivity during this time of remote instruction

  • Create a community through which university and other, external, resources are made available and accessible to members 

  • Facilitate conversations around the implications of our current state on future instruction

  • Encourage and sustain the community as a place where members can be confident that they will be heard, respected, honored, and valued.


Remote Teaching Communities of Practice

Community Description

Facilitators/Support 

Designed For …

LARGE LECTURE/HIGH ENROLLMENT COURSES: Instructors teaching large sections of courses or large lecture courses face particular sets of challenges for remote teaching. In particular, they may struggle with how to deliver exams, or how to shift from high stakes to low stakes assessments, while managing instructional preparation and grading responsibilities. 

Lauri Maynell, UITL Assistant Director; Jonathan Baker, UITL Associate Director; Sarah Holt, Instructional Designer, ODEE 

Instructors of courses enrolling 60+ students or large courses with sections.

CLINICAL TEACHING: Clinical instructors in the health sciences at Ohio State have already been exploring how to teach and asses clinical skills at a distance. This group will allow for the sharing of evidence-based practices and innovations arising from the particular challenge of clinical and case study instruction in a remote context.

Larry Hurtubise, Director, College of Pharmacy; Carol Hasbrouck, Interim Director, College of Veterinary Medicine; Melinda Rhodes-DiSalvo, UITL Associate Director

Clinical and clinical practice faculty in the health sciences, specifically nursing, medicine, pharmacy, veterinary medicine, optometry, dentistry and HRS, as well as public health and social work.

LAB AND FIELD ACTIVITY COURSES: This community will allow instructors who must transition to conducting hands-on learning experiences remotely to share ideas and approaches with peers.

Teresa Johnson, UITL Assistant Director; Brooke Morin, Lecturer, Engineering Education; Paul Clingan, Senior Lecturer Engineering Education; Steven Nagel, Instructional Designer, ODEE

Lab and experiential learning instructors who support students in meeting learning outcomes associated with hand-on activities.

GTAs: Graduate Teaching Assistants have dual roles of student and instructor during this remote teaching period. Here they will be able to examine what can be gleaned and applied from this unique position at the university and how to navigate the complexities of learning and teaching.

Jessica Riviere, UITL Consultant; UITL Graduate Consultants; Laura Cotton, UITL Program Coordinator

Graduate teaching assistants who instruct or support courses as graders or recitation leaders.

REGIONAL CAMPUS INSTRUCTORS: Regional instructors face unique challenges that include higher teaching loads and delivering instruction to a diverse student population. In addition to the UITL CoP themes, this group will tackle developing and sustaining dynamic discussions remotely.

Kay Halasek, UITL Director, Professor of English; Donna Bobbitt-Zeher, Associate Professor of Sociology, UITL Mentor; Laura Cotton, UITL Program Coordinator

Instructors on the Marion, Newark, Lima, ATI, or Mansfield campuses.

ASSOCIATED FACULTY: Instructors who teach multiple courses during a semester may find the shift to remote teaching especially demanding given the number of preparations, activities, and students requiring their attention. This community provides both a place for sharing how to manage the load and ideas for increasing efficiency and effectiveness.

Jonathan Baker, UITL Associate Director; Dan Seward, Senior Lecturer, English; Laura Cotton, UITL Program Coordinator

Any full- or part-time associated faculty.

MID- AND LATE-CAREER FACULTY: For mid- and late-career faculty, “going remote” presents a unique opportunity to expand skills and investigate scholarly teaching/scholarship of teaching and learning in their courses. An additional goal of this community is to develop resources in order to successfully mentor newer colleagues.

Kay Halasek, UITL Director, Professor of English; Brian Turner, Associate Professor, Education & Human Ecology; Laura Cotton, UITL Program Coordinator

Instructors interested in sharing expertise with faculty they mentor or with one another as they also learn new techniques associated with remote instruction

Becoming Involved

Communities are currently active, and instructors are invited to join at any time. The platform for discussions and sharing resources will be the Teams application, with the exception of the Clinical Teaching CoP, which features regional and national experts in weekly synchronous meetings. Those events are open to all who are interested.

Instructors would like to join a community should complete this interest form. All are invited to participate as their schedules permits.