This document outlines a workshop for teaching hybrid composition courses that combine both online and in-class learning. The workshop aims to encourage adoption of technologies that enhance student learning. It will guide instructors through developing effective online teaching strategies and materials over five phases, addressing topics such as copyright, syllabus design, grading, and student collaboration. Instructors commit to teaching one hybrid course and sharing their experiences. In return, they receive support from program coordinators and access to hardware, software, and a stipend for professional development.

1. Teaching a Hybrid Composition Course ISS Workshop 1 January 30, 2004

2. The Concept The ISS Seminar for Technologically Enhanced Courses is designed to encourage faculty toward the adoption of technologies that further student learning. The end goals are to: Create pedagogically effective courses that benefit from on-line teaching and learning components Foster a community of instructors to guide departmental integration of technology.

3. What is a Hybrid? “ Hybrid courses are courses in which a significant portion of the learning activities have been moved on-line, and time traditionally spent in the classroom is reduced but not eliminated. “ The goal of hybrid courses is to join the best features of in-class teaching with the best features of on-line learning to promote active independent learning and reduce class seat time” (C. Garnham and R. Kaleta)

4. Targeted Outcomes Increased faculty and student skill and confidence with use of technology Enhanced “learning communities” through the use of on-line conferencing and sharing tools Improved quality of instructor feedback Advanced student gains in writing and thinking skills Increased flexibility and efficiency in instructors’ use of time

5. The Process Phase One: Orientation to on-line teaching and learning Phase Two: Development of effective strategies for teaching on-line Phase Three: Production of materials for teaching on-line Phase Four: Testing and troubleshooting Phase Five: Implementation of hybrid courses—Spring 2005

6. Workshop Topics Differences from teaching F2F Copyright issues Developing good habits Creating effective syllabi Grading papers Conferencing Student collaboration Implementation

7. Network of Support Beth and Esther—Composition Program Coordinators Tine Reimers—Director, Center for Effective Teaching and Learning Harry Schulte—Director, Digital Media Center Bill Roberson—Executive Director, Instructional Support Services

8. Faculty Commitments Agree to deliver at least one section of English 1312 as a hybrid course in Spring 2005 Attend all scheduled workshops and meet preparation or production deadlines Carry out assessment activities Share your learning about teaching on-line with fellow UTEP faculty, in writing or orally

9. Benefits to Faculty Participants Opportunity for professional development Opportunity to engage in research and scholarship of teaching Opportunity to take leadership role in English department Compensation of electronic hardware and software to support teaching $1000 travel stipend to pursue professional development related to technology and the teaching of writing