Hybrid Campus Workshop

Designing the Hybrid Campus
Architects Philip Parsons and Deepika Ross
January 30-31, 2002

Curriculum Visioning Group

Do hybrid programs exist at Maricopa? Where?
Which program groups best lend themselves to the hybrid approach? Which don't?
What age groups seem best suited to hybrid learning?
Who does it work for?

Age groups?
Subject areas?
Educational areas?

Where is hybrid learning most likely to be effective?

University Transfer/General Education
Developmental Education
Workforce Development
Continuing/Community Education
Teacher Education

Pedagogy Visioning Group

What recent developments in elementary and secondary schools are most relevant to community colleges? (e.g. block scheduling, group learning, problem-based learning, resource centers)
Is rethinking time as important as rethinking space?
Should Jerome Bruner's distinctions between learning about and learning to be shape pedagogy and campus design?
Can the hybrid campus address the theory of multiple intelligences? Pedagogy Visioning Group
How do theories of learning in industry, such as communities of practice, apply to the hybrid campus?
How do recent emphases at Maricopa lend themselves to hybrid learning?

Active learning
Learning communities

How can a hybrid pedagogy be used to enhance community?
In a hybrid learning class, what would happen on the Web, and what would happen on the campus?
How is what happens on the hybrid campus different from what happens now?
What would the campus need to be like to support this?

Administration and Finance Group

If students commute less frequently, is distance less of an issue? Can programs be concentrated?
Should hybrid learning be primarily community-based or commuter-based?
Does hybrid learning support the notion of centers of excellence?
Hybrid learning may rely heavily on the use of community resources outside the colleges. Are those resources available and accessible?
Is the technology access required for hybrid learning accessible to all potential students?
Can we deal with anxieties over determining credits, etc.?
Can students do "formal" learning for a course on one campus, supplemented by informal learning and resource use on a campus closer to home? How is funding distribution determined?
Hybrid learning may require increased investment in advising, student support and technology, with possible reductions in capital investment. Is it realistic to assume overall savings?
What are the principles most likely to ensure cost savings accompanied by improved quality of learning?
Are incentive funds available to stimulate pilot projects?
Can funds from the bond issue be shifted in the future from capital investment to program investment, if pilot projects are successful?
Can colleges be rewarded for initiating system-wide strategies for dealing with growth?
How would we justify funding for the non-instructional resources necessary to support hybrid learning?
Hybrid learning will soften the boundaries of individual colleges in the system. Is this politically realistic? How would it be achieved?