Co-Teaching Two Interdisciplinary Courses in Higher Education

Autor/inn/en	Rooks, Ronica N.; Scandlyn, Jean; Pelowich, Krysta; Lor, Sabrina
Titel	Co-Teaching Two Interdisciplinary Courses in Higher Education
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 16 (2022) 2, Artikel 8 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Team Teaching; Interdisciplinary Approach; Higher Education; Educational Practices; Outcomes of Education; College Faculty; Undergraduate Students; Student Attitudes; Teacher Attitudes; Health Education; Teaching Styles; Problem Solving; Collegiality; Teacher Collaboration; Colorado + Suchen Sie Ihr Suchwort? Teamteaching; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Lernleistung; Schulerfolg; Fakultät; Schülerverhalten; Lehrerverhalten; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrstil; Unterrichtsstil; Problemlösen; Kollegialität; Lehrerkooperation
Abstract	Academics are challenged to shift from traditional lecture models to accommodate rising student expectations, digital delivery platforms, and inclusive evidence-based classroom practices. As a solution, co-teaching can add value to undergraduate students' and faculty's learning and problem-solving skills. We investigated effective co-teaching practices in higher education and its impact on students' learning outcomes. We analyzed co-teachers', teaching assistants', and students' interview and focus group data and an external evaluator's assessment of co-teaching classroom dynamics using thematic analysis; surveys on what co-teachers learned from teaching together; and students' self-reported learning assessments with co-teaching using descriptive analysis in two undergraduate Introduction to Public Health and Health Policy courses. Co-teachers learned from one another in teaching styles, troubleshooting, collegiality, and shared goals to improve students' learning outcomes. Given our limited student sample, students appreciated different co-teacher's perspectives, more resources and instructor help, despite not always receiving a balanced biomedical perspective. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01