Faculty teaching in the fall who need to become Hybrid Certified can begin their training immediately. Please read the Training Schedule section below to learn how to get started now.
This page explains the fall hybrid delivery modality for TCU and what training will be required. An eTrainer from each college will assist their colleagues in designing high-quality, engaging courses that reflect disciplinary insights, instructional design principles, and inclusive pedagogy. The Koehler Center will also be available to offer course design and TCU Online assistance.
- Consistent with SACSCOC guidelines for distance learning, fall instructors will be required to complete training that will support their ability to modify their course(s) to a hybrid course format.
- Updated 5/4/2020, 10am: Per the Provost’s email, all courses will be expected to use TCU Online.
- All individuals listed as an instructor of record on class search are required to complete both the TCU Online Skills piece and the Hybrid Design & Delivery piece.
- eFaculty-certified instructors and instructors who previously completed hybrid training in preparation for Summer 2020 courses will not need to complete hybrid training in preparation for Fall 2020.
- There is no change to fully asynchronous online courses (sections 400-499) for Fall 2020.
In order to become Hybrid certified, faculty will need to complete two types of training and a consultation. The two training options are available to begin now.
- TCU Online Skills
- You have two options to fulfill this requirement: attending 2 live workshops OR doing the TCU Online: Skills Demonstration Project. (See Detailed Training Requirements below.)
- Hybrid Design & Delivery Training Course
- You are enrolled in the Fall 2020 Hybrid Design & Delivery Training course in TCU Online (see the Orientations semester). You can begin reading through the content and completing your 4 activities now. (See Detailed Training Requirements below.)
- Hybrid Consultation
- You will be contacted by your eTrainer to schedule your consultation.
Faculty can begin working on step 1 & 2 immediately. (See Detailed Training Requirements below.)
- For the Fall session courses, training begins May 1st. Consultations will begin in June. All required training and the consultation must be complete by August 1st.
- For new hires beginning in August, we will work with the Provost’s office to develop an August cohort.
Detailed Training Requirements
The instructor training requirements are designed to support a smooth course experience for instructors and students alike, as well as to meet the expectations from TCU’s regulators. In light of the new hybrid format, instructors should expect that they will need to update content and activities from previous face-to-face offerings of the course.
Instructors will be responsible for completing all required training and building all content in TCU Online. In order to provide a high-quality experience for our students, if an instructor does not complete the training elements required to deliver a hybrid course, their course may be removed from the schedule.
1. TCU Online / Learning Management System Skills (Complete Option A or B)
- Complete BOTH of these workshops:
- Building Your Course
- Managing Your Course
- Complete BOTH of these workshops:
Register for these TCU Online workshop sessions here. The Koehler Center will offer the Building Your Course and Managing Your Courses sessions in May, June, and July via Zoom. Both sessions are required. Each session will be two hours.
NOTE: If you are waitlisted for a session, please know that you will be emailed as soon as you are moved onto the registered list as other people cancel or duplications are removed. If you have a special circumstance that requires you to complete training by a specific date (ex: eTrainers for colleges), please email firstname.lastname@example.org notifying us of your preferred training date and time and your specific role/reason.
- Test out of the TCU Online Skills training by completing the TCU Online: Skills Demonstration Project found in the Ramping Up Rapidly course in the Orientations semester in TCU Online. Go to the module TCU Online: Skills Demonstration Project to download the project information and how to submit. Instructors may begin this at any time.
- By successfully completing this TCU Online: Skills Demonstration Project, instructors do NOT need to register and attend the Building Your Course and Managing Your Course workshops.
NOTE: Instructors who have previously participated in Boot Camp, or Building Your Course and Managing Your Course have met this requirement. You can check this by visiting the Ramping Up Rapidly course in the Orientations semester in TCU Online. Look in the Grades area to see if you have met this requirement already.
2. Hybrid Design & Delivery Training Course
All faculty have been enrolled in the FALL 2020 Hybrid Design & Delivery Training course. This is found in the Orientations semester in TCU Online. It is an asynchronous (self-paced) course that you can begin working through on your own.
Complete the 4 required activities:
- Quiz: Distance Education Regulations
- Assignment: Three-Component Syllabus Abstract
- Assignment: One Student-to-Student Activity and Rubric
- Assignment: Instructor Engagement Plan
NOTE: Instructors who have successfully completed TCU’s Preparing to Teach Online or Teaching Fully Online have met this requirement. If you have previously completed training in online course design and pedagogy at another institution, please contact email@example.com to discuss how you can provide documentation to demonstrate equivalency.
3. Hybrid Consultation
In order to make sure that you feel confident with your Hybrid course, you will have a one-on-one consultation to get feedback about your work submitted in the Hybrid Design & Delivery Training course, and to go over any questions about TCU Online.
You will be contacted by your assigned eTrainer from your college to coordinate this virtual consultation.
Why is there both a TCU Online / Learning Management System Skills requirement and a Hybrid Design & Delivery Course requirement?
The TCU Online trainings you attend (Building Your Course and Managing Your Course OR Boot Camp) and/or the Skills Demonstration Project address how to use TCU Online tools for engagement, communication, and feedback so you and your students have a smooth technical experience.
The Hybrid Course covers design and delivery principles for the hybrid modality. This training addresses how to build content and activities with online design principles. Understanding these principles will help you facilitate learning with the synchronous and asynchronous elements of your course, and provide a cohesive, well-designed experience for students.
Why do all courses need to use TCU Online?
Collecting student work and providing feedback in TCU Online provides evidence in case there are ever questions about requirements, hours, or skills mastered. Use of TCU Online also supports the continuity of instruction in the event that an instructor becomes ill or is otherwise unable to continue with the course.
How long will it take to complete the self-paced hybrid training course?
The time required to complete the course is a function of the time needed to review the content and to gather the course development pieces that will serve as the foundation of your hybrid course.
Instructors with courses in which strong, measurable learning outcomes are aligned to activities, that have a course schedule already built for fall, and who are already familiar with TCU Online tools may complete the training in less than four hours.
Instructors with courses in which learning outcomes are not aligned to activities, that do not yet have a course schedule already built for fall, or are not familiar with TCU Online tools may take eight to twelve hours to complete the training.
How much content is in the hybrid training course?
The course has four required modules: Distance Learning Regulations, Course Design for Student Engagement, Accessibility, and Delivering Your Hybrid Course. Each module has fewer than ten short pages for instructors to review. Additional materials are in optional, supplementary sub-modules. Reviewing the required content in each module should take no more than an hour.
What items will instructors produce or complete in the hybrid training course?
There are four deliverables that instructors will produce – in most cases, instructors should have these pieces associated with their existing course, but successful hybrid courses may require reformulating these pieces to reflect the new delivery format. This may take additional time beyond the time needed to review the module content. Pieces will be completed / submitted in the Hybrid Course training shell. The four pieces are:
- Quiz: Distance Learning Regulations – 10 questions, multiple attempts permitted
- Assignment: Three-Component Syllabus Abstract – This should list your measurable course outcomes, have a table showing how course activities align to learning outcomes, and provide your course schedule with synchronous sessions listed.
- Assignment: Student-Student Engagement Activity and Rubric – 1 item showing that instructor has an online activity or directions for a synchronous class session activity that shows student-student engagement.
- Assignment: Instructor Engagement Plan – 1-2 paragraphs indicating how the instructor will provide instructor-student engagement and feedback throughout the course and what TCU Online tools might be used (ex. announcements, discussion board posts, quiz submission views and question feedback, rubrics / comments on activities, synchronous sessions, etc.).
Once the instructor has submitted the syllabus abstract, student-student engagement activity, and instructor-student engagement plan, what happens next?
Instructors will schedule a one-hour conference with the assigned eTrainer from their college to discuss the design of hybrid course activities, accessibility considerations, and disciplinary approaches in the online environment. Koehler Center staff will be available to offer help with TCU Online tools, and to consult with eTrainers about activities that promote student engagement and about distance learning course design practices.
We encourage eTrainers and instructors to add this conference to their calendars as soon as the instructor begins the hybrid training course. The goal is to meet with instructors as soon as possible after the three course design pieces (syllabus abstract, student engagement activity, and instructor engagement plan) have been completed so that instructors have as much time as possible to build their course with the benefit of assistance from the eTrainer.
In March 2020 SACSCOC, TCU’s accreditation body, offered institutions impacted by COVID-19 some flexibility regarding the delivery format of courses. This policy allowed TCU to finish the spring semester with remote delivery of instruction. However, courses in subsequent sessions will be required to follow the standards from TCU’s regulators.
These standards are articulated in the SACSCOC Best Practices for distance learning as well as in expectations from the State Authorization Reciprocity Agreement (SARA), the compact that allows TCU to offer distance learning courses to students in other states. Because hybrid courses are a form of distance learning, these standards will apply to hybrid courses.
Hybrid courses have both synchronous class meetings and asynchronous learning activities in TCU Online. Courses must meet synchronously for a minimum of one hour per week, but the instructor may opt to schedule more frequent class meetings. All class meetings must fall within the scheduled class meeting times as listed on class search.
Hybrid courses should provide engaging learning experiences in service of the course learning outcomes. Instructor presence, a robust TCU Online course shell, and the intentional design of activities and feedback will help students succeed in the course.
As we move toward this new delivery format, course quality will be of the utmost importance. Each college with have eTrainers that will support instructors in their college as they complete hybrid training, helping them to integrate disciplinary practices, instructional design principles, and inclusive pedagogy.
Please review the information below to learn more about what a hybrid looks like and about the two required elements of hybrid training.
Instructor Preparation Mapping
Hybrid instructor training fulfills expectations set by TCU’s regulators for the delivery of distance learning courses.
|Course Module Title||Course Development Items to be Completed by Instructors||Meets SACSCOC Requirement|
(Best Practices for Electronically Offered Degree & Certificate Programs)
|Meets SARA Requirement
(SARA Manual, Appendix B)
|Distance Learning Regulations||Quiz - 10 questions, multiple attempts permitted||1a, 3b, 3c||6b, 6d|
|Course Design for Student Engagement||Syllabus one-pager: course outcomes, table showing outcomes aligned to course activities, course schedule||1a, 2a, 3b, 3c, 5a||3a, 3b, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 4i, 9d|
|Accessibility||ONE Student-to-student activity with directions and rubric||1a, 2e, 3b, 3c||1c, 5g|
|Delivering Your Hybrid Course||Instructor Engagement plan||1a, 2e, 3b, 3c||5a, 5b, 5g|
|LMS Training||Building and Managing Your Course||1e, 2e, 3b, 5b,||6b|