In this session, particpants will discuss a new system for creating, supporting, and reflecting on blended courses in a cross dicipline higher education institution. Using peer feedback and reflection, a system was created to support faculty new to blended pedagogy. Best practices and innoative support structurs will be discussed. Examples of creation, support, reflection, and student outcomes will be provided. Attendees will leave with a template that can be edited for use in other institutions.
Blended/ hybrid courses historically had no stanbdardized sturcture, dfinition, or clear focus. Without specific criteria, these courses were often a collection of in class activities and "time online" with limited engagement in the online space. As part of a revitailized focus on course creation, quality, and reflective faculty pratcie, blended courses finally were given a defined structure and process. In this session, particpants will discuss a new system for creating, supporting, and reflecting on blended courses in a cross dicipline higher education institution. Using peer feedback and reflection, a system was created to support faculty new to blended pedagogy. Best practices and innoative support structurs will be discussed. Examples of creation, support, reflection, and student outcomes will be provided. Attendees will leave with a template that can be edited for use in other institutions.