Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

• Main Authors: Darren S. Hoffmann, Katherine Kearns, Karen M. Bovenmyer, W. F. Preston Cumming, Leslie E. Drane, Madeleine Gonin, Lisa Kelly, Lisa Rohde, Shawana Tabassum, Riley Blay
• Format: Article
• Language: English
• Published: University of Calgary 2021-03-01
• Series: Teaching & Learning Inquiry: The ISSOTL Journal
• Subjects: graduate student; postdoctoral scholar; hybrid; learning community; program assessment
• Online Access: https://journalhosting.ucalgary.ca/index.php/TLI/article/view/70105

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.