Abstract
This paper examines the implementation difficulties and the student learning outcomes during a test of interdisciplinary teaching in one course. During two semesters, the course, titled “Communicating in the Business Environment,” was co-taught by a Business School faculty member and an English faculty member; the two subsequent semesters, the course was taught by a Business faculty member only. This presentation will examine pragmatic issues such as implementation of a joint teaching arrangement, counting of course load credit, the logistics of student evaluations, course design issues, and management of student expectations in having two teachers. Strategies for success in achieving a smooth implementation will be discussed. It will conclude with a comparison of student learning outcomes over the four semesters. The audience will use in-class “clickers” to take a short survey and will work in small groups to attempt to rewrite a business document.
Location
Room 2904
Recommended Citation
Furick, Michael and Stearns, Jennie, "Strategies for Success in Interdisciplinary Team Teaching" (2010). SoTL Commons Conference. 8.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/8
Strategies for Success in Interdisciplinary Team Teaching
Room 2904
This paper examines the implementation difficulties and the student learning outcomes during a test of interdisciplinary teaching in one course. During two semesters, the course, titled “Communicating in the Business Environment,” was co-taught by a Business School faculty member and an English faculty member; the two subsequent semesters, the course was taught by a Business faculty member only. This presentation will examine pragmatic issues such as implementation of a joint teaching arrangement, counting of course load credit, the logistics of student evaluations, course design issues, and management of student expectations in having two teachers. Strategies for success in achieving a smooth implementation will be discussed. It will conclude with a comparison of student learning outcomes over the four semesters. The audience will use in-class “clickers” to take a short survey and will work in small groups to attempt to rewrite a business document.
