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Models and Methods of Collaborative Teaching
Integrating Across Disciplines
IntroductionSherri Morris; Jeanie Bukowski
Many models of collaborative teaching, e.g.:Team teaching (various formats)Linked/connected coursesGeneral benefits/synergiesGeneral challenges/difficulties
Model 1: Team Teaching: Both instructors present throughoutNatural and Physical SciencesSCI 103: Science Through Inquiry I, EnergyMichelle Edgcomb-Friday
Integrated lab/lecture, thematic content from multiple disciplines, instructors work together at all stages (team-teaching)Benefits/synergies of model1. Emphasis on crosscutting concepts2. Negotiation of ideas and perspectives3. Increased creativity4. Development of assessment5. Modeling collaboration
Model 1: Team Teaching: Both instructors present throughoutNatural and Physical SciencesSCI 103: Science Through InquiryMichelle Edgcomb-Friday
Challenges/difficulties of model1. Student perception of team-teaching2.Coordination of schedules3.Assignation of teachingcredit4. Most challenges decrease over time
Model2:TeamTeaching: Separate components with synthesis at the endNatural, Physical, and SocialSciencesMST 635; HON 100: Global Climate ChangeJeanie Bukowski, Sherri Morris
Global climate change as a complex problem. MST 635:Natural/earth sciences perspective(global heatbudget)with a component addressingsocial scienceperspective(trade,internationalrelations, policy, security). HON 100:Social science perspective(international negotiations), but with a basic understanding of thenatural/physical science. Both involve a simulated negotiation.Benefits/synergiesof model1. 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 endNatural, Physical, and Social SciencesMST 635; HON 100: Global Climate ChangeJeanie Bukowski, Sherri Morris
Challenges/difficulties of model1. Finding time to coordinate and plan.2. Credit/compensation.3. Natural/physical and social science components not truly integrated throughout the course.
Model3: Linked CoursesEnglish and CommunicationENG 101/COM 103: English Composition/The Oral Communication ProcessAmy Eggert; Jan Frazier
The students who enroll inthis linkedclass 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/synergiesof model1. Killtwo birds with one stone – English 101 and Communication 103 in one semester2.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 habits5.100 percent of the students who take post-evaluations of the Eng/Com linked course say they would recommend it to others.
Model 3: Linked CoursesEnglish and CommunicationENG 101/COM 103: English Composition/The Oral Communication ProcessAmy Eggert; Jan Frazier
Challenges/difficulties of model1.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?

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Collaborative Teaching - bradley.edu