Finding Our Voice: Highly Flexible ED for the HyFlex World


The COVID-19 pandemic brought about unprecedented changes in our approach to delivering educational development (ED) programming. In this article we discuss how our dual ED centers pivoted during the sudden switch to online learning, highlighting how we overcame challenges such as a small staff, tight timelines, and faculty anxieties. Particularly, we explore how we adapted to the university’s investment in technologically advanced Hybrid-Flexible (HyFlex) classroom spaces and utilized a multi-pronged team approach to provide effective and timely ED to faculty. By identifying key faculty leaders, identifying multiple sources of data, and using multiple modalities, we supported the faculty in their mission to effectively serve their students during this difficult and stressful time. In pivoting from a triage approach to more tactically focused development, the two ED centers discovered that they could more effectively serve faculty (and by extension students) by shattering the structural silos that had previously defined them and instead working as a unified entity.


teaching with technology, online teaching and learning, pivot pedagogy, HyFlex

How to Cite

Larsen, K., Robinson, C., Melnyk, J. A., Nicoletti, J., Gagnon, A., McLaughlin, K., & Hussaini, M. (2021). Finding our voice: Highly flexible ED for the hyflex world. To Improve the Academy: A Journal of Educational Development, 40(2). doi:






Kristine Larsen (Central Connecticut State University)
Christina Robinson (Central Connecticut State University)
Jason A. Melnyk (Central Connecticut State University)
Jennifer Nicoletti (Central Connecticut State University)
Amy Gagnon (Central Connecticut State University)
Kelly McLaughlin (Central Connecticut State University)
Mina Hussaini (Central Connecticut State University)





Creative Commons Attribution-NonCommercial-NoDerivs 4.0


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