Faculty as Students: Immersing Faculty in an 8-Week Hybrid Course in Course Re-Design Principles and Strategies
Abstract: Recently, 50 faculty participated in the Hybrid Spring Seminar, an immersive 8-week hybrid course in course redesign in which faculty are introduced to principles of effective course design; challenges and benefits of hybrid courses; and pedagogical best practices informing the transformation of traditional courses into hybrids. In the process, they experience first-hand what it is like to participate in a hybrid course. The Spring Seminar offers a potential model for other institutions to use in assisting faculty as they transform traditional courses into hybrid courses. By reviewing the content, design, and delivery of the Spring Seminar, participants will gain insights into a model for addressing faculty’s inexperience with the course-design process and with hybrid courses. They will also explore the methods by which faculty are engaged in a concentrated, immersive experience aimed at acquainting them—-from a student’s perspective—-with the challenges and benefits of hybrid courses.
Presider: Molly Tamarkin, Duke University