Hybrid Pedagogy: “If you had asked us in early 2020 about the state of instructional design within higher education, we would have told you it was suffering; much of the field, with its roots in military training, had evolved into a landscape of prescriptive models based on a poor understanding of human learning. Private companies were capitalizing on administrative fears in colleges and universities about declining enrollments, increased competition, “academic integrity,” and the always-looming existential threat of online education (existential because it rewrote the “rules” of higher education, including the importance of the face-to-face and residential experience). As a result, more and more schools were paying external (usually for-profit) companies to do everything from certifying faculty in a particular ID model to delivering, whole-cloth, courses and degree programs for online or hybrid delivery. Meanwhile, at the start of 2020, we would have also bemoaned the state of preparing college faculty for the work of college teaching; in the centuries since the emergence of modern higher education, little has changed to formally prepare faculty during their graduate studies. The state of on-campus faculty development has also been uneven, governed by the willingness of any school to recognize a need for pedagogical expertise among faculty―and to devote resources to the development of that expertise…”