Hybrid Learning Course Redesign and Delivery
The Office of the Provost’s Hybrid Learning Course Redesign and Delivery Request for Proposals provides faculty with funds up to $20,000 and support from the CTL to develop innovative pedagogies and technology-rich learning strategies for Columbia courses. The selected projects cover a broad range of disciplines and topics, from history to economics to biomedical engineering. These projects are already exposing undergraduate and graduate students alike to partial or full flipping of the classroom, team-based and experiential learning, and just-in-time teaching.
Interested in applying for the Provost’s RFP?
- Visit the Office of the Vice Provost for Teaching and Learning website to learn more about this funding opportunity and the application process.
- Visit the Office of the Vice Provost for Teaching and Learning website to see a list of past Hybrid Learning RFP recipients.
- Hear from Hybrid Learning RFP recipients and other Columbia faculty who are transforming their classrooms in our Faculty Spotlight series.
- What is blended learning? What are the benefits to a blended learning approach? What are some strategies for getting started? The CTL’s new guide to blended learning helps instructors answer these questions by describing the elements of an effective, learner-centered “blend” derived from research and evidence-based practices. In addition, the guide offers questions that instructors can reflect on before designing their course and additional references and resources. This guide is particularly useful to faculty applying for the Provost’s Hybrid Learning Course Redesign and Delivery grant.
“The CTL has really provided support in the form of ideas. That’s been the biggest thing. I had some problems and I had a few ideas but I wasn’t really sure how to implement them. The CTL provided support for developing the ideas: how to use the polling, best practices for active learning in the classroom, how to train TAs in active learning, and how to look at the assessment data I was getting from the course.”
Read more about Professor Hansen’s experience redesigning a general laboratory course.