In-Person Intensives – A CORE Framework Approach

Hybrid programs have become increasingly popular in higher education, offering the flexibility of online learning combined with the hands-on experience of in-person sessions. However, a key component of these programs—the in-person intensive—requires significant time and financial commitment from students. These sessions are designed to provide immersive, experiential learning that simply cannot be replicated online. But how can we ensure these intensives deliver maximum value for all involved? The CORE Instructional Design Framework provides a comprehensive approach to addressing this challenge.

What is a Hybrid Program and an In-Person Intensive?

A hybrid program is a blend of online and in-person learning experiences, designed to offer students the best of both worlds. While much of the coursework can be completed remotely, hybrid programs typically include in-person intensives—short, focused sessions where students come together on campus to engage in hands-on learning, practical applications, and deep discussions that build on their online work.

In-person intensives require students to make significant sacrifices. Many must fly in, rent cars, book hotels, and take time away from work and family. These commitments make it essential for educators to approach these intensives with a deep respect for the students' time and investment.

The Stakeholders in In-Person Intensives

In an in-person intensive, every participant is a stakeholder. This includes the students, the faculty, and any other professionals involved, such as lab assistants or guest lecturers. All these individuals have made significant commitments to participate, and their contributions are crucial to the success of the event. It’s imperative that this commitment is respected and that the experience is designed to be as valuable as possible.

My Experience Leading an In-Person Intensive

Recently, I had the opportunity to both participate in and lead in-person intensives. At the university where I am on the faculty, one of my colleagues had to take an unexpected leave of absence. She was scheduled to host a patient boot camp—a crucial in-person intensive designed to allow students to apply patient assessment, planning, and treatment tools on real patients with complex diagnoses and special needs. This event had three key stakeholder groups:

1. Students - Responsible for applying what they’ve learned, maintaining safety, and rendering effective treatment.
2. Patients - Expected to participate fully, be on time, as well as to provide truthful history and feedback.
3. Adjunct Lab Assistants - Practicing clinicians who made time in their schedules to support this intensive, ensure student and patient safety, grade performance, and offer important feedback.

As the person stepping in to lead this event on very short notice, I knew I had a responsibility to all three stakeholder groups. To fulfill this responsibility, I leaned on the CORE framework.

1. Understanding the Intentions of the Intensive (The Why)
Before I could effectively lead the intensive, I needed to understand its primary objectives. What were the learning outcomes? What did the students need to achieve? This involved deep conversations with my colleague to ensure I fully grasped the intended goals.

2. Grasping the Logistics of the Intensive (The What and How)
Logistics are key to a successful in-person intensive. I needed to understand everything from the schedule and equipment needs to the space setup and patient flow. This was critical in ensuring that the event ran smoothly and that all stakeholders knew exactly what to expect.

3. Untangling and Simplifying the Organizational Structure
My colleague had meticulously planned the event, but her organizational style differed from mine. It felt like I was dealing with a Gordian knot—complex and tangled. Using the Organized pillar of the CORE framework, I simplified and restructured the plan to ensure that everything was clear and manageable.

4. Communicating Clearly with All Stakeholders
I made sure that all stakeholders—students, patients, and lab assistants—were fully informed about their roles, the schedule, and their responsibilities. Clear communication was essential to ensuring that everyone was on the same page and could contribute effectively to the intensive.

5. Ensuring the Intensive Met Learning Objectives and Provided Value
It was crucial that the assignments and activities during the intensive were aligned with the learning objectives and offered real value to all stakeholders. The experience had to be something that could not be replicated remotely, ensuring that the students' time and effort were well-spent.

6. Creating a Supportive Environment
Finally, I made sure that all participants felt cared for. This meant providing snacks, water, a comfortable working environment, and ensuring that all equipment was functional and appropriate. These small details made a big difference in creating a positive and productive atmosphere.

An Experience Participating in an In-Person Intensive

On the flip side, a friend recently attended an in-person intensive as a participant. They flew over six hours, booked a hotel, and took time away from family and work, all with the expectation that the experience would be valuable. Unfortunately, the reality fell short of the expectations.

Lack of Clear Communication and Direction
On the first day, there were speeches followed by student poster presentations. However, the assignment was not clearly defined. It was presented as a poster presentation, but it was more of a pitch for a Quality Improvement (QI) project. This confusion detracted from the value of the experience.

Lack of Immersive and Experiential Learning
The experience was not immersive or experiential, which is the core reason for attending an in-person intensive. Instead of hands-on learning, the participants were subjected to hours of listening to PowerPoint presentations that could have been delivered remotely.

Inadequate Contingency Planning
On the second day, my friend faced a family emergency and had to leave. There was no clear direction on what to do in such a situation. After a long flight back home, they received a curt email from an instructor asking for proof of the emergency. They were then required to watch over seven hours of video recordings on a strict deadline. None of the content was experiential or engaging—just hours of PowerPoints. I'm told it was brutal.

Failure and Irony
To make matters worse, the final presentation was on Universal Design in Education. Ironically, the recorded lecture was not synchronized with the PowerPoint slides (none of the lectures were). In fact, the video was pointed at an instructor who was NOT presenting. The viewer was treated to hours of watching this instructor eat, drink coffee, and look at the presenter. This experience highlighted a failure to adhere to Universal Design principles, which was ironic, disappointing, infuriating, and frustrating.

The Importance of Valuing Stakeholders’ Time

These experiences, both as a participant and a coordinator of an in-person intensive, underscore the importance of valuing the time and commitment of all stakeholders. It is crucial that these intensives are immersive, experiential, and engaging—offering something that cannot be achieved remotely.

Making Your Intensive a "Not to Be Missed" Event

A successful in-person intensive should not just be labeled as "mandatory"—students should feel that it is an event they cannot afford to miss. The purpose of the intensive must be clearly communicated, and the experience should be designed to be deeply impactful, offering unique learning opportunities that cannot be replicated through online modules.

Create a Clear Purpose: Students should understand why the intensive is essential to their learning. Clearly outline the objectives and the unique value that the in-person experience brings. Make it clear that the intensive is an opportunity to apply theoretical knowledge in real-world scenarios, engage with peers and experts, and gain hands-on experience that will enhance their skills and understanding.

Design Immersive, Experiential Learning Activities: Ensure that the activities during the intensive are engaging and interactive. Focus on experiential learning that involves active participation, problem-solving, and real-world application. The goal is to create an environment where students are fully immersed in the learning process, making the experience not just educational but transformative.

Communicate the Value: Before the intensive, communicate the unique benefits that students will gain from attending. Highlight how the intensive will provide them with opportunities to network, receive personalized feedback, and engage in activities that directly align with their career goals and academic growth.

Ensure Exceptional Organization and Support: Make sure that every detail is planned and communicated effectively. From logistical arrangements to contingency plans, students should feel supported and confident that their time and effort will be respected. This includes providing clear directions, comfortable working conditions, and access to all necessary resources.

You can turn an in-person intensive into a "not to be missed" event that students look forward to and value deeply. The result will be an enriched learning experience that justifies the sacrifices made by all stakeholders, ensuring that their investment of time, money, and effort is rewarded with meaningful, lasting outcomes.

The Role of DEI, Trauma-Informed Teaching, and Universal Design in Contingency Planning

In designing in-person intensives, it’s important to recognize that not all students may be able to attend due to personal, professional, or health-related reasons. This is where Diversity, Equity, and Inclusion (DEI), trauma-informed teaching, and Universal Design principles can play a crucial role in informing contingency planning.

DEI Considerations: Recognize that students come from diverse backgrounds with varying needs and responsibilities. Some may face challenges such as caregiving responsibilities, financial constraints, or other obligations that make attending in-person events difficult. Providing flexible options for these students ensures that the program is equitable and accessible to all.

Trauma-Informed Teaching: Be mindful that some students may have experienced trauma that could impact their ability to participate in in-person intensives. Offering alternative ways to engage with the content or participate in the program can help accommodate these students and provide them with a supportive learning environment.

Universal Design: Apply the principles of Universal Design to create learning experiences that are accessible to everyone, regardless of their ability to attend in person. This could include offering remote participation options, recording sessions for later viewing, or providing creative, innovative, and immersive alternative assignments that meet the learning objectives.

Implementing Contingency Plans: Establish clear, written policies that outline what students should do if they are unable to attend an intensive. These policies should include a list of approved reasons for absence, methods of verification, and alternative ways to complete the necessary work. Thoughtful, experiential assignments or exercises should be prepared in advance to ensure that these students can still achieve the learning objectives, even if they cannot be present.