Introduction to Theatre Arts
“Hybrid online/in-person activities and assignments will allow students to connect with performers and other theater professionals and to interact with New York’s theater scene.”
—Prof. Debra Caplan
Category: By Discipline
Great Works of Literature I: Ancient Literature in our Modern World
“How can older literary forms be ‘translated’ into an online forum? What new kinds of translation, communication, and writing can emerge out of online collaborative work?”
—Prof. Nicole Zeftel
Great Works of Literature I: Remixing Memory
“Your final project for the course will take the form of an updated, multimedia commonplace book. A commonplace book was a way for Renaissance writers to collect together passages from their reading that they found interesting or worth rereading.”
—Prof. Stephanie Insley Hershinow
Italian Cinema and Culture
“A significant advantage to taking a hybrid course is that you will be able to engage in discussions and debates with your classmates and professor whenever and wherever it is convenient for you. The intention of this is to encourage lively, interactive, informative exchanges about course-related themes that expand your knowledge base. But, it’s up to YOU to make this happen!”
—Prof. Antonietta D’Amelio
Sustainability and Information Technology
“Students will be expected to develop deliverables that focus on analyzing the impact of technology on the environment. Examples of deliverables include business cases, case analyses, and project reports.”
—Prof. Kannan Mohan
The History and Archaeology of Ancient Egypt
“My intention was to teach the archaeology of ancient Egypt in an interactive way that would take advantage of the many museum resources that we have available to us in New York City. I also wanted to engage our students in helping to provide source material to their counterparts in Sudan.”
— Prof. Anna Lucile Boozer
Writing II: Translingual and Transcultural Practices
“My course met face to face on Tuesdays and in hybrid form on Thursdays. Typically, Thursday “class” activities consisted of discussions board activities in which students looked at model texts, analyzing them by applying elements of the readings. I read through these responses and pulled out themes to begin face to face discussions on Tuesdays.”
— Prof. Brooke Schreiber
Communication in Public Settings
“I wanted to particularly highlight the structure of the site. I believe this arrangement makes knowing what to do and finding the resources to do it as easy and consistent as possible, so students can concentrate on the assignments themselves.”
—Prof. David C. Hoffman
Communication Law and Free Speech
“Just because I taught a fully online COM 3045 course last semester I now have a very significant amount of written content regarding free speech: and content is king. It’s the content that matters; it was the content that was most difficult to create; and, I hope, it’s the content that the students in my course found most valuable.”
— Prof. Eric Gander
Great Works of Literature
“This assignment asks students to add a tale to The Thousand and One Nights on the course blog. Through an act of creative imitation that exploits the Nights’ additive structure, students participate in the text’s history of multi-author composition. They also prepare for a face-to-face discussion analyzing its intricate narrative form, and the relation of form to content.”
—Prof. Laura Kolb
Introduction to Formal Logic (Philosophy)
“The approach to designing this course was somewhat ambitious. [We] wanted to develop a complete course package, including a textbook, video lecture series, and course website (with automatically graded homework assignments); it should be easy for other instructors to use and adapt; and, it should be designed in such a way as to be adaptable to use as a fully-online course.”
—Profs. Jesse Rappaport and Eric Mandelbaum
Usability, Privacy and Security (CIS)
“Th[is] Hybrid course artifact . . . is the “Leaky Apps” Discussion Board. This is a two-week online assignment where students are asked to conduct online research to find a recent news item regarding a mobile app that has leaked (i.e. revealed personal information about its users without their consent).”
—Prof. Raquel Benbunan-Fich
Sociology of Health and Illness
I always felt there was too much lecturing but I was at a loss as to how to adjust this ratio of lecture to class discussion. Could a hybrid format assist me in this regard by expanding the “space” for class discussion? (Yes!)
—Prof. Robin Root
Seminar in Higher Education Administration
“This assignment works to blur the boundaries between online and F2F sessions and capitalizes on the strengths of each. I’ve organized the course schedule so that students have time to work on this planning process both online asynchronously and in person so that they can both divide up the tasks and collaborate efficiently.”
—Prof. Rachel Smith
Survey of Art History
“As the semester progressed I learned to trust their contributions to their own learning. It was a real challenge to let go of my control of the learning. But once I did, I saw a vast improvement in student retention of the material. The student-led learning that was a necessary component of the hybrid subsequently became an integral part of all of my courses in the following semesters.”
—Prof. Karen Shelby