- "course development"
- blended learning
- collaborative learning
- content curator
- Course delivery
- Course Design
- digital fluency
- ecampus resources
- experiential learning
- facilitation of small groups in a classroom
- faculty development
- hybrid course
- hybrid course design
- Hybrid Design
- interactive course delivery
- Interactive Engagement
- Just in time methods
- large class size
- online content
- pilot program
- problem-based learning
- sage of the stage
- St. Germain
- students teaching students
- undergraduate courses
Our students’ safety in the laboratory is our top priority in the Department of Chemistry. We are excited that starting this winter term we will be able to offer the CH 607: Chemical Safety Seminar course in a hybrid format, thanks to development support from the Hybrid Learning Community.
This course is required for our incoming cohort of graduate students, typically about 25. We believe the new hybrid format will be a perfect fit for the course as it will lead to more variety in student interactions with the course material and each other. This will be achieved through the use of online videos, quizzes, assignments, and course discussion posts. In addition to these new interactive online course materials, there will be in-person guest lectures from OSU’s Environmental Health and Safety (EHS) personnel as well as a tour of the EHS hazardous waste disposal facility.
Students completing the course will have met all the EHS requirements to conduct laboratory work at OSU. In addition, they will have gained vital knowledge about chemical safety and will thus be equipped with the tools to continue the strong safety culture maintained in the Department of Chemistry.
Fundamentals of dog and cat breeding will be taught in ANS 456: Companion Animal Production. Concepts covered include housing, feeding, breeding stock selection, and as well as biology and environment management from estrus through parturition to weaning. Due to the nature of this class, a variety of animals may be present during weekly classroom meetings. While precautions will be taken, any contact with animals carries some risk of injury or illness. The course is limited to 70 students with senior standing. As a hybrid course, classroom and online learning activities will be integrated. Half of the classroom time is replaced with online activities. Students will spend an average of 2-4 hours a week working with online and other course materials.
The general objective of the course is to increase each student’s proficiency and knowledge in the areas of management, nutrition, physiology, breeding, health, and marketing as related to companion animal production. The student should be able to integrate the principles of breeding, feeding, management, and marketing in a progressive and innovative manner and apply these principles to solve current and future problems in companion animal production. General learning outcomes include: 1) Understanding the housing requirements and strategies available for dogs and cats; 2) Understanding nutritional demands at various stages in companion animal production; 3) Recognizing the importance of the methods to improve reproductive management and optimize reproductive efficiency in a kennel or cattery; 4) Developing an appreciation for the place and importance of responsible companion animal production. Module-specific learning outcomes can be found in the course overview in the syllabus.
My course is an introductory course to microeconomics with applications to the environment and environmental policy. The course focuses on solutions to environmental problems as seen through an economic perspective. Students will learn to use economic models and intuition to analyze i) market equilibrium, ii) environmental policy interventions in markets, iii) the benefits and costs of environmental policy, and iv) the role of competition in markets. The course emphasizes problem-solving skills and application of basic economic models to environmental problems.
The course is hybrid design with significant online material and complementary face-to-face learning. Online learning material consists of traditional lectures in video format, student discussion boards, and an online problem-solving homework management system integrated with the course textbook. Video lectures introduce and teach core economic ideas, concepts, and applications in a traditional slide-based manner. Discussion boards ask students to analyze basic economic applications and the role of assumptions in economic modeling. Online homework allows students to develop their economics skills through focused quantitative problem-solving exercises that encourage learning through the offering of repeated attempts at alternative versions of graded problem sets.
Face-to-face learning activities are designed to complement rather than repeat the online learning material. Face-to-face learning consists of experiential classroom experiments, question-and-answer time for difficult concepts, group problem-solving activities, and classroom discussion. Classroom experiments are interactive exercises that illustrate key points from the online video lectures and readings. Question-and-answer time allows students to ask questions over difficult material from the video lectures, or allows the instructor to highlight and expand on key concepts from lecture. Group problem-solving activities allow students to work together in small groups to solve economics applications, with instructor guidance. Finally, classroom discussion time allows for extensions off online discussion board and applications to current events in the news that relate to class material.
I am redesigning MGMT 455 (Influence and Negotiation) as a hybrid course that meets once per week. Enrollment will be capped at 45 students. Most students will be College of Business, Management Major Seniors.
The overarching goal of this course is for students to learn about the psychology of influence and persuasion and be able to skillfully apply this body of research to negotiations in organizational contexts to solve problems and get things done collaboratively.
This course is organized around a series of experiential negotiation roleplays (one roleplay per module) that all students to apply course materials and develop/test their skills and knowledge by negotiating with their peers.
- Students begin by completing required readings and online video lectures (including online quizzes).
- Students then prepare for the negotiation roleplay online by writing a roleplay preparation paper in which they apply module readings and videos to prepare for the in-class roleplay negotiation activity.
- In class, students share their individual roleplay preparation papers, compare their approaches and understanding of module materials (first in small groups, then with the instructor and class as a whole)
- Next, students actually negotiate the roleplay with other students (who have the opposite role) and observe other pairs negotiate.
- Once everyone has a chance to negotiate the roleplay (and observe other students negotiate) we debrief the roleplay in small groups and as a whole class focusing on understanding of course materials and emerging negotiation and influence skills
- The cycle ends with students writing a debrief paper in which they apply course materials and assess their own skills and understanding as well as those of peers they interacted with.
This cycle repeats 5 times (via 5, two week modules) and is capped with a final exam and paper.
The pitfall I chose to address was #3, “Sage on the Stage”. Although I feel all of the pitfalls mentioned were important, I think it will be difficult for me as an instructor to move away from the podium style lecturing to a more collaborative way of educating. Even though I know it will be challenging, I am excited for this opportunity to improve the quality of my teaching and the ability for my students to synthesize and retain the information presented in the course.
I agree with the author of Five Common Pitfalls of Online Course Design that it can be a big–and perhaps all-to-common–mistake to simply transfer all the course materials to an online format and assume this will suffice. When I co-developed a hybrid version of CH 231 (General Chemistry), we were adamant that we would record short topical videos and avoid simply setting up a video camera to record a regular one-hour lecture to upload. This would have just resulted in the same (or perhaps slightly worse) experience for students. Instead it was important to realize what has been emphasized in the aforementioned article: That the typical, traditional course fare is best not transferred directly to an online format without some serious adaptations.
I hope to avoid this pitfall with the course I am currently developing, CH 607 Chemical Safety Seminar, and am considering this with respect to the quizzes in particular. With the previous traditional course format, I was limited to what I could print on paper, and I want to avoid simply creating an online analog of those paper quizzes. One intriguing option would be to include a short video clip of a chemical safety issue and ask students to watch it and identify what the laboratory worker is doing wrong. Photographs could add a lot of dimension to the quizzes as well and could communicate the message in a way text cannot. We have photos available from previous safety inspections of our laboratories, and including these could make the issues much more relatable than when discussing them in general terms.