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Support for the Elusive Hybrid

Greg Kaminski
Megan Savage

Portland Community College

Hybrid learning can be particularly challenging at the community college level where students might not be aware of the expectations and skill set required to be successful in this instructional mode. The hybrid modality is supported to various degrees and in a variety of ways at our institutions of higher learning. The road to supporting hybrids at Portland Community College has been fraught with bumps, detours and occasional dead ends, but positive steps have been taken in the past couple of years to firm up the foundation for this instructional mode. This session will focus on the journey PCC has taken in the quest to support hybrids and strategies that are helping to move this instructional mode into the mainstream. There will be some sharing of what has worked at other colleges as well.

Need to expand hybrid offerings

  • Enrollment decline
  • Building remodel – loss of physical classroom space
  • Friday Academy
  • Access[ibility]
  • Culturally Responsive Teaching
  • Student flexibility

Hybrid work group

Created a definition for students

A hybrid course meets in person and has online work that replaces some in-person class time. The amount of time spent in person and online varies between courses. The in-person time is noted in the schedule.

An additional definition was created for internal (faculty/administrators)

Hybrid Faculty Mentor program

  • 1 year President’s fund award ($24,000 for mentor work and materials
  • 6 mentors selected
  • FT and PT faculty represented
  • Mentors designed a hybrid template

Hybrid syllabus highlights

PCC created a table that shows the comparison between instructional components and how those are delivered in hybrid vs. traditional face-to-face courses. This helps define what is homework vs. class work when both are delivered through the LMS/online delivery.

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