Transcript Models and Methods of Collaborative Teaching

Models and
Methods of
Collaborative
Teaching
Integrating Across Disciplines
Introduction
Sherri Morris; Jeanie Bukowski
 Many
e.g.:
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models of collaborative teaching,
Team teaching (various formats)
Linked/connected courses
 General
benefits/synergies
 General challenges/difficulties
Model 1: Team Teaching: Both instructors present throughout
Natural and Physical Sciences
SCI 103: Science Through Inquiry I, Energy
Michelle Edgcomb-Friday
 Integrated
lab/lecture, thematic content
from multiple disciplines, instructors work
together at all stages (team-teaching)
 Benefits/synergies of model
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1. Emphasis on crosscutting concepts
2. Negotiation of ideas and perspectives
3. Increased creativity
4. Development of assessment
5. Modeling collaboration
Model 1: Team Teaching: Both instructors present throughout
Natural and Physical Sciences
SCI 103: Science Through Inquiry
Michelle Edgcomb-Friday
 Challenges/difficulties
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of model
1. Student perception of team-teaching
2. Coordination of schedules
3. Assignation of teaching credit
4. Most challenges decrease over time
Model 2: Team Teaching: Separate components with
synthesis at the end
Natural, Physical, and Social Sciences
MST 635; HON 100: Global Climate Change
Jeanie Bukowski, Sherri Morris
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Global climate change as a complex problem. MST 635:
Natural/earth sciences perspective (global heat budget)
with a component addressing social science perspective
(trade, international relations, policy, security). HON 100:
Social science perspective (international negotiations), but
with a basic understanding of the natural/physical science.
Both involve a simulated negotiation.
Benefits/synergies of model
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1. Each instructor brings to the course her expertise on a crucial
component of this problem. Students gain a more complete
understanding.
2. Instructors learn from each other; knowledge as well as
teaching/learning goals and techniques across departments.
3. Students bring together these components in the simulated
negotiation; instructors can evaluate student mastery of both
the “science” and the “politics”
Model 2: Team Teaching: Separate components with
synthesis at the end
Natural, Physical, and Social Sciences
MST 635; HON 100: Global Climate Change
Jeanie Bukowski, Sherri Morris
 Challenges/difficulties
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of model
1. Finding time to coordinate and plan.
2. Credit/compensation.
3. Natural/physical and social science
components not truly integrated
throughout the course.
Model 3: Linked Courses
English and Communication
ENG 101/COM 103: English Composition/The Oral
Communication Process
Amy Eggert; Jan Frazier
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The students who enroll in this linked class enjoy the opportunity to
learn to communicate both in oral and written language during the
one semester. Working together with the English and
Communication instructors, the students are able to receive credit
for two gen eds as well as exclusive instruction from the librarian,
who develops lessons of “college” research methods just for the
linked classes.
Benefits/synergies of model
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1. Kill two birds with one stone – English 101 and Communication 103
in one semester
2. Stay and work together as a “family” for the semester – the bond is
strengthened because of being together all week in two classes –
and there's double motivation, support, and validation since the
instructors work together as well.
3. Coordination of the English essays and Communication speeches,
which helps to eliminate the intimidation of the classes and increases
the comfort level in both classes.
4. Advanced research methods learned in the library – for example,
Zotero -- and reinforcement of skills, goals, and study habits
5. 100 percent of the students who take post-evaluations of the
Eng/Com linked course say they would recommend it to others.
Model 3: Linked Courses
English and Communication
ENG 101/COM 103: English Composition/The Oral
Communication Process
Amy Eggert; Jan Frazier
 Challenges/difficulties
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of model
1. Most difficulties are possibly with the
scheduling department.
2. Coordinating and aligning our essays with
our speeches.
DISCUSSION
 What
are your experiences with
collaboration? What models have you
used?
 What kinds of collaboration would you
consider? Inside your department? Across
disciplines in your college? Across
colleges?
 What kind of support would you need to
be able to engage in collaboration?