Chapter 11: A Framework for Creating, Facilitating, and Sustaining an Online Community of Practice for Instructors in Higher Education

Faculty learning communities have historically occurred in-person, on-cam-pus, within specific departments and disciplines. The global pandemic sparked a revolution in the way that higher education engaged with online learning, transforming our shared understanding of the potential of online spaces. The transition to emergency remote teaching also highlighted the importance of community and relationships for educators and students. Whereas we once engaged in conversations with colleagues in the hallways or walking between buildings, we were suddenly removed from the four walls that had instilled a sense of community. In this chapter, we present an innovative framework for an online faculty learning community for educators of large enrollment courses. The online community of practice (CoP) has resulted in interdisciplinary conversations, collaborations, and critiques that have advanced Scholarship of Teaching and Learning (SoTL) across campus. As a result of participating in the CoP, members have expanded their mentorship and leadership by contributing to teaching development workshops, conference presentations, and knowledge mobilization on topics related to student engagement, communication, and assessment in large enrollment courses. While the primary goal of the CoP was to create connections between faculty members, we found that this approach to a faculty learning community increased access to and visibility of SoTL practices. We conclude by reflecting upon where we began and where we are going, specifically the transformative potential of an online community of practice to influence SoTL in higher education.