Pedagogy is inherently collaborative. Our work as teachers doesn’t (or shouldn’t) happen in a vacuum. In “Hybridity, pt. 3: What Does Hybrid Pedagogy Do?,” Pete and Jesse write, “Teaching is a

I’ve been following some of the very different, but complementary conversations about hybrid pedagogy emerging from this journal, as well as from the postdoctoral seminar at Georgia Tech. Most recently, two ideas