Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders




graduate student, postdoctoral scholar, hybrid, learning community, program assessment


In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.


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Author Biographies

Darren S. Hoffmann, University of Iowa

Darren S. Hoffmann studies anatomy education and development of graduate students as Assistant Professor in the Department of Anatomy and Cell Biology in the University of Iowa College of Medicine (USA).

Katherine Kearns, Indiana University Bloomington

Katherine Kearns supports development of graduate students and postdoctoral trainees as Assistant Vice Provost for Student Development in the University Graduate School at Indiana University Bloomington (USA).

Karen M. Bovenmyer, Iowa State University

Karen M. Bovenmyer is the Program Coordinator for the Preparing Future Faculty and Graduate Student Teaching Certificate programs at the Center for Excellence in Learning and Teaching at Iowa State University (USA).

W. F. Preston Cumming, University of Colorado Boulder

W.F. Preston Cumming, Professional Development Lead in the Center for Teaching & Learning at the University of Colorado Boulder (USA), focuses on graduate student and postdoctoral fellow teacher development.

Leslie E. Drane, Indiana University Bloomington

Leslie E. Drane supports the teaching practices of graduate student and postdoctoral instructors as an Instructional Consultant at Indiana University Bloomington (USA).

Madeleine Gonin, Indiana University Bloomington

Madeleine Gonin helps instructors create more inclusive classes, particularly in STEM disciplines, as an Instructional Technology Consultant and STEM Specialist at Indiana University Bloomington (USA).

Lisa Kelly, University of Iowa

Lisa Kelly, CIRTL Coordinator at the University of Iowa (USA), facilitates improved pedagogy training for graduate students and consults on career exploration and preparation.

Lisa Rohde, University of Nebraska Lincoln

Lisa Rohde supports graduate teaching assistants as the Associate Director of Teaching and Research Development at the University of Nebraska-Lincoln (USA).

Shawana Tabassum, Iowa State University

Shawana Tabassum studies sensors, micro/nano-optics, microfluidic devices, and applications in biomedicine/agriculture as Assistant Professor in Electrical Engineering at the University of Texas at Tyler (USA).

Riley Blay, University of Iowa

Riley Blay is a Master’s of Clinical Anatomy graduate student from the University of Iowa (USA).


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How to Cite

Hoffmann, Darren S., Katherine Kearns, Karen M. Bovenmyer, W. F. Preston Cumming, Leslie E. Drane, Madeleine Gonin, Lisa Kelly, Lisa Rohde, Shawana Tabassum, and Riley Blay. 2021. “Benefits of a Multi-Institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders”. Teaching and Learning Inquiry 9 (1):218-40.