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.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Rooks, Ronica N.; Scandlyn, Jean; Pelowich, Krysta; and Lor, Sabrina
(2022)
"Co-teaching Two Interdisciplinary Courses in Higher Education,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 16:
No.
2, Article 8.
Available at: https://doi.org/10.20429/ijsotl.2022.160208
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