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increased staff of instructional designers and technicians needed to support and manage the transition from
a primarily F2F to a largely HyC campus.
3) The lack of research and theory on HyC pedagogies in Composition is unproblematic.
Obviously, this is not an articulated assumption in the field, but our collective engagement with HyC has
largely moved toward implementation prior to research. This has occurred for three reasons. First, while
the F2F and Online Course genres are now fairly established, HyC is still seen (and practiced) as being
relatively experimental in Composition. It makes sense to experiment, given the lack of models to observe
and data upon which we might ground our practices, relative to the ubiquity of research focusing on F2F
and Online writing courses. Second, the need to keep pace with broader trends in higher education, with
the work of colleagues at other institutions, and, in many cases, the growing call for increased HyC
offerings at our own universities, exerts pressure. We may need to do something about hybrids, even if we
are not certain what that something ought to be. And, third, we are, like our students in FYC, subject to the
difficulties of transfer and genre uptake. Understanding hybrids as simple pairings of pedagogical genres
with which we are already familiar (F2F and Online), rather than as a new genre in their right, leads us to
pedagogical mis-take. Like a student who mis-takenly assumes s/he knows how to write a paper in a
new rhetorical situation, having learned to write a paper in another, many of us who attempt to develop
and teach HyC courses in writing and rhetoric quickly discover that the activity systems in which we
learned the F2F and Online Course genres are not necessarily those of the hybrid.
Not only does the lack of research and theory on HyC writing instruction call for immediate and broad
action in the field, but, given the increasing awareness and call for more HyC offerings, the researched
positions we prepared able, or underprepared, to take may have considerable impact on the future of
Composition in American universities.