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praxis. It also calls for institutions to create and fund a suite of wraparound services to support
HyFlex students, especially those who are underserved or marginalized.
Meeting the needs of HyFlex students also requires that the institution invest in
supporting and developing the skills of faculty to design and teach those courses. For HyFlex to
endure as an effective teaching and learning model, institutions have to commit
to creating and
funding a robust professional development program specific for HyFlex teachers. Typically,
professional development programs occur as events in which faculty may receive a one-time
stipend. This is problematic because as the field has seen
with online learning, these kinds of
trainings seldom transfer into classroom application. A better approach to designing a
professional development program for faculty would be one in which faculty have a stake at
every
step of the process, are involved in deciding the elements and measurements of the training
and have the ability to negotiate compensation for designing and teaching a HyFlex course.
