HyFlex Resources

2021-2022 Faculty Resources

The 2021-2022 curriculum will be delivered through a dynamic mix of enhanced face-to-face and hyflex learning. In the context of necessary adaptations to our courses and academic calendar, our lived commitment to furthering student learning and growth in community with each other and with Messiah educators remains constant.

Messiah University will be providing a variety of resources to help faculty design and teach their courses during the 2021-2022 academic year.

During the 2021-2022 academic year, Messiah University will be providing support for different approaches to delivering what are normally traditional classroom courses, each of which is simultaneously accessible to both face‐to‐face (F2F) and remote learners. To maintain consistency in the student experience (this will be crucial as our students navigate different courses in F2F and remote formats) and enable adequate support for faculty and students alike, faculty will need to use the pre‐developed Canvas template, which includes four module samples, in each of their courses. Each module sample in the template is aligned with a particular model of simultaneous F2F/remote instruction; these are described below.

F2F/Remote Instruction Templates. Please note that these models reflect a continuum rather than fixed points.  That is to say, the lecture-based, enhanced F2F classroom may also include activities. Select the model that reflects what you'll adopt most in your respective courses.

  • Enhanced face‐to‐face (F2F); Lecture‐based classroom. This version of course delivery looks and feels very much like a traditional lecture classroom, but includes synchronous participation from remote students. Classroom technology makes it possible for remote students to hear and see at least the most critical elements of the classroom presentation/discussion and to interact with the instructor or peers. Course pedagogy is generally the same as it would be for a traditional lecture course delivery.
  • Enhanced face‐to‐face (F2F); Activity‐based classroom. This version of flexible course delivery makes use of what some call a “flipped classroom” pedagogy. Direct instruction is generally asynchronous and moved in advance of the class hour and delivered via recorded mini lectures, focused readings, or brief “primer” assignments. The class time is then devoted to activities such as problem solving, discussions, reviewing paper drafts, etc.
  • HyFlex. The HyFlex strategy effectively blends elements from the two prior course delivery strategies to provide options for the student and for content delivery. Students who can attend class F2F do so, while students who cannot attend the physical classroom time can participate either synchronously or asynchronously using materials available online that are functionally equivalent in content and rigor with what will be done in the classroom.

Online. In a few cases, courses will be delivered fully online. Content delivery, student engagement, and assignments are completed synchronously and asynchronously through Canvas, our learning management system (LMS). Students engage in learning activities and project-based work and  submit culminating projects in Canvas.  Note that if you are teaching one of the courses approved to be fully online this fall, you will be required to complete the separate training for online courses, if you have not done so previously.

In order to provide a consistent experience for students and support student success, all faculty are required to use the provided Canvas course template to deliver courses this fall. This supports delivery of instruction in a situation where we have students who are learning both in-person as well as remotely throughout the semester as well enabling adequate preparation for the possibility of a course or courses needing to be shifted from Enhanced F2F/HyFlex to online (even temporarily).  In addition to the syllabus (which is always required to be on Canvas), faculty are expected to use Canvas for modules, assignments, communications with students, and gradebook.

Communication is especially important in contexts with remote learners. Communication relevant to all students in a course or to groups of students in a course should be conducted using Canvas, through Announcements, Discussion Board, or Inbox. This is important so that all students in a course are included in relevant course communication.

  • Canvas Announcements are helpful for communicating upcoming deadlines or touching base. Announcements can include text, video links, files, and more.
  • Virtual Office Hours (e.g. Zoom, Canvas Chat) are an opportunity to be available to students to “stop in” with their questions.
  • Consider creating an ungraded Q&A discussion board, where students may pose general course-related questions.
  • Consider a brief welcome video to personalize your class.
  • Other than communicating individually with students, email should not be used for communicating course-related information.
  • Necessary technology will be provided for faculty. This will include a lapel microphone, web/doc cam.
  • Smart Phones with Mounts are available for check-out for faculty who heavily use chalkboards for content delivery and who are comfortable with this level of technology.
  • All teacher stations have been updated this summer. Faculty may want to use computer station and laptop to manage content delivery and webcam.
  • Zoom will be the primary and standard platform for live streaming and recording activities in the classroom for remote or absent participants.  Primary considerations in the Zoom environment relate to content sharing, video sharing, and audio sharing.
  • All employees, including faculty, are required to view the Mandatory COVID-19 Return to Campus Training prior to returning to campus. As part of this training, you'll learn about health and safety protocols as well as the Falcon Health COVID-19 Check-In app. 
  • Due to health and safety requirements, classrooms will need to consistently provide social distancing of 6 feet. This will greatly reduce the capacity of most classrooms. Classroom assignments fall into one of three categories: Full Cohort; Full Cohort, Paired Classrooms; Partial Cohort, Rotation.
  • Faculty and students engaged in the instructional process have a reasonable expectation of privacy. Assurance of privacy encourages open and robust discussions on issues and ideas without fear that any statements made will be used for inappropriate purposes and, thereby, enhances learning.
  • Recordings of student activity online, in classrooms, or in other instructional settings may be used by the faculty member and registered students for only internal class purposes and only by the students during the period in which the course is being offered. Recordings in which student activity is included may be subsequently made available online or otherwise only with the informed consent of the students involved or if all student activity is removed.

Course Lectures

  • If you choose to stream your lectures synchronously, we recommend that you use Zoom.  Alternatively, you can use Zoom to record a lecture in advance and provide a recording for students to watch asynchronously either prior to class or to review following class.  
  • Uploading a video for student viewing can occur via Ensemble, OneDrive, or your Messiah YouTube account. Ensemble is recommended when confidentiality is necessary. Using your Messiah YouTube account is recommended when closed captioning is necessary.


  • Discussions can occur synchronously, during assigned class time via Zoom.
  • Asynchronous discussion on Canvas is another effective learning tool. 
  • Allow students to respond to your question prompts as well as to each other.
  • Faculty can create a Canvas quiz/exam in place of a paper one. Assignments can be collected and graded via Canvas. Rubrics are encouraged to help students understand your expectations.
  • Monitoring exams with video conferencing
  • Proctoring options

Who can I ask about classroom tech questions?

  • Standard Technology Support
    Phone: 717-796-4444
    Hours: M-F, 7:30am - 5:00pm
  • After Hours Emergency Technology Support
    Phone: 717-796-4444
    Hours: Weekdays - 5:00pm - 11:00pm, Weekends - 8:00am - 11:00pm
  • Classroom demonstrations will be provided in late July/August so that faculty can get comfortable with the requisite classroom set up.

What training is available as I adapt my classes?

  • Educational Technology Services offers training in Canvas and Zoom, which are the main platforms faculty will use this fall.
  • For recording and uploading video to your courses, training is offered for Ensemble and YouTube.
  • The Information Technology Services Blog provides a host of resources, including supports related to COVID-19 response.
  • Instructional Designers are available for consultation.