Journal article
Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders
Teaching and learning inquiry, Vol.9(1), pp.218-240
01/01/2021
DOI: 10.20343/teachlearninqu.9.1.15
Abstract
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.
Details
- Title: Subtitle
- Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders
- Creators
- Darren S. Hoffmann - University of IowaKatherine Kearns - Indiana University BloomingtonKaren M. Bovenmyer - Iowa State UniversityW. F. Preston Cumming - University of Colorado SystemLeslie Drane - Indiana University BloomingtonMadeleine Gonin - Indiana University BloomingtonLisa Kelly - University of IowaLisa Rohde - University of Nebraska–LincolnShawana Tabassum - Iowa State UniversityRiley Blay - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Teaching and learning inquiry, Vol.9(1), pp.218-240
- DOI
- 10.20343/teachlearninqu.9.1.15
- ISSN
- 2167-4779
- eISSN
- 2167-4787
- Publisher
- Univ Calgary Press
- Number of pages
- 23
- Language
- English
- Date published
- 01/01/2021
- Academic Unit
- Oral Pathology, Radiology and Medicine; Anatomy and Cell Biology; University College Courses
- Record Identifier
- 9984284345102771
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