Category Archives: Integrating Online & On-Campus Learning

Why “It’s all on Canvas!” is not a helpful answer

Posted on October 14, 2019 by spaldian

Online Course Design Pitfall #1: Upload your course materials, then call it a day. It’s easy to blame students for their inability to find the assignment, or for making “lame” excuses for why they didn’t do the reading. However, since … Continue reading →

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Hybrid approach to Intro Finance

Posted on April 8, 2019 by adamsden

The course I am converting to hybrid delivery is the introductory course that most business majors and minors are required to take. This class has typically been taught in sections of about 180 students with smaller, accompanying recitation sessions. It … Continue reading →

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Legal Environment of Business

Posted on April 8, 2019 by scottin

My hybrid course is a version of one of our core business classes: the legal environment of business. This course is taught at the 200 level, so it will have mostly second year students, and is usually around 50 students … Continue reading →

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Statistical Genetics: Another kind of hybrid

Posted on April 7, 2019 by divilovk

Genes affects most biological traits and often interact with other variables, such as those found in the environment. When we build models of these interactions to investigate what genes and environmental parameters are affecting a particular trait, say human height, … Continue reading →

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How to Combine the Technical with the Interesting

Posted on April 5, 2019 by strowbrm

WSE 210 is a bacc core class for physical science. The goal of the class is to teach students about the anatomy and physical descriptions of wood species. Students learn through lectures and a hands-on lab that encourage them to … Continue reading →

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Inside the Nutshell: Keeping the Nut From Cracking

Posted on April 5, 2019 by rolstoni

Focus, focus, focus. That is what I am currently trying to do, on this one blog, on this course design, on this new hybrid course, considering all the things that need to fit, how to balance online content with classroom … Continue reading →

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Hybrid Development of NMC 427 Digital Pornography

Posted on April 3, 2019 by padillal

Taking on controversial or taboo topics isn’t new to me. During my time here at OSU, I have designed a critical thinking class focused on propaganda, media effects and manufacturing consent. This class, NMC 419 Reefer Madness in the Media, … Continue reading →

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Albuquerque Inspirations: my peers excite me … and so do theirs

Posted on February 23, 2019 by stjacquj

Greetings colleagues! I am writing this post from Albuquerque, NM, where I’ve been up to my elbows at the Southwest Popular American Culture Association conference this week. I presented my paper yesterday, and that’s the only excuse I can come up … Continue reading →

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The Power of Doing Before Knowing

Posted on February 20, 2019 by adamsden

I find all 5 of the common pitfalls noted by Elizabeth St. Germain worrisome. I feel like I could read this list every day for a month and still inadvertently back into any one of these traps. Of particular interest … Continue reading →

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Integrating online and in-class workshops

Posted on February 20, 2019 by rodgerss

Online Course Design Pitfall #5: Ignore the ways students learn from each other.  WR 324 is already heavily collaborative:  students read each other’s first drafts and write peer reviews, which are keyed to specific learning outcomes for each writing assignment. … Continue reading →

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