Models and Methods of Collaborative TeachingIntegrating Across Disciplines

IntroductionSherri Morris; Jeanie Bukowski

Many models of collaborative teaching, e.g.: Team teaching (various formats) Linked/connected courses

General benefits/synergies General challenges/difficulties

Model 1: Team Teaching: Both instructors present throughoutNatural and Physical SciencesSCI 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 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 throughoutNatural and Physical SciencesSCI 103: Science Through Inquiry

Michelle Edgcomb-Friday

Challenges/difficulties 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 endNatural, Physical, and Social SciencesMST 635; HON 100: Global Climate Change

Jeanie Bukowski, Sherri Morris 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 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 endNatural, Physical, and Social SciencesMST 635; HON 100: Global Climate Change

Jeanie Bukowski, Sherri Morris

Challenges/difficulties 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 CoursesEnglish and CommunicationENG 101/COM 103: English Composition/The Oral Communication Process

Amy Eggert; Jan Frazier

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 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 CoursesEnglish and CommunicationENG 101/COM 103: English Composition/The Oral Communication Process

Amy Eggert; Jan Frazier

Challenges/difficulties 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?