Category Archives: Hybrid Course Delivery

ENGR 350: Sustainable Engineering in a Nutshell

ENGR 350 is a Bacc Core class which explores the relationship between technology and sustainability.  We cover the entire gauntlet of population trends, climate change, energy, water, food, agriculture, infrastructure, global nutrient cycles, the circular economy, and sustainability policy.  Two … Continue reading

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Hybrid FIN445 Course in a Nutshell

FIN445, International Financial Management, is the capstone course in the Finance Program. All Finance majors are required to take this course. In addition, this course is open to some (about 5 per year) exchange students from Europe. Four sections are … Continue reading

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WGSS 111: Our Course in a Nutshell

“Feminist Perspectives on Current Events” is a 100-level course geared towards students who have never taken a Women, Gender, and Sexuality class before and most likely will not become WGSS majors. Our goal is to develop political and media literacies … Continue reading

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Student-to-Student Learning: Between the Creative and the Practical

After considering the listed pitfalls, I felt #5 left me with the most to learn and the most room for improvement. In an environment increasingly driven by meeting institutionalized learning outcomes, sometimes I wrestle with how to let go of … Continue reading

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Letting students with different backgrounds to learn from each other in a (hybrid) “integrated design” learning environment.

WSE 425/525 “Timber tectonics in the digital age” exposes students to integrated design practices, in which architects, engineers and fabricators are all engaged in the early design phases. In the actual practice, these different professional figures really learn from each … Continue reading

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Avoiding the Bucket Approach; Embracing the Haiku

Designing a course that fosters engaged learning rather than passive consumption (pitfall #4) seems to be one of our most important challenges in hybrid course design. With this in mind, one of my favourite ways to help students actively engage … Continue reading

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“Sage on stage” vs. “guide on the side”

Online Course Design Pitfall #3: Insist on being the “sage on the stage.” Key issue: Even in a traditional face-to-face setting, as long as students have access to their laptops or phones, they can Google answers to questions asked in class … Continue reading

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Learning from each other

Online Course Design Pitfall #5: Ignore the ways students learn from each other. Students know best A few weeks ago I decided to make my Spring course asynchronous due to the COVID-19 outbreak.  I would use the class periods for … Continue reading

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Hybridizing “society and natural resources”

what is the course about? I have taught SOC 481/581 for 4 years now. I have modified it slightly every time I teach it; and finally feel that it is ready for a hybrid version. It is ideally suited to … Continue reading

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Spanish 113 in a nutshell

In Spanish 113, as with all of our first and second-year courses, we focus on speaking, listening, writing, and reading skills. We introduce our students to the richness of Hispanic cultures, and we focus on the 5 C’s of language … Continue reading

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