Community of Practice for Mid-Size Lecture/Discussion-Based Courses
Recommended General Practices
Beyond the concerns and suggestions outlined above, hybrid courses may pose additional challenges and opportunities for course management and student engagement. Consider these ideas:
- Integrating in-person AND synchronous learning is problematic and likely to underserve both groups. Look for ways to use the online and in-person parts of the class for different purposes.
- Make content delivery resilient to mid-semester disruptions by having much/most of the content online.
- Consider treating in-class time as discussion or ”practice” time to review lessons and/or “bonus” time to build classroom community.
- Assign field trips around campus for groups not in class (using peer mentors).
- Create “Zoom office hours” for synchronous on-line interaction. Group office hours may engender greater engagement than individual meetings.
- Use regular summary videos to “bring together” online and in-person material.
Keep in mind that during this period, quality teaching will take longer than usual. Efforts to embrace this can yield high student engagement, exciting innovations, and mutual wellbeing.
If you have questions about the community of practice or would like more information about participating, please email email@example.com.
These colleagues can be of support to you in their area of expertise:
- Ashley Reed (Faculty Lead), ENGL
- John Marshal, SOC, w/ large number of first year students
- Hannah Shinault, COMM
- Nneka Logan, COMM
- Bonnie Zare, SOC, w/ large number of first year students
- Annie Hesp, MCLL
- Kevin Cheng, AHRM
- Cora Olson, STS & WGS
- Christine McCown
- Suchitra Samanta
- Tim Baird (Faculty Lead)
- Chad Bolding
- Robert (Bruce) Hull
- Ashley Dayer
- Dan Marcucci
- John Morris
- Cindy Wood
CETL and TLOS
- Danielle Lusk, CETL
Daron Williams, TLOS