Creative innovation takes a (team teaching) family
Keywords:Team Teaching, Experiential Learning, Scholarly Personal Narrative, Interdisciplinary Collaboration, Curricular Innovation, co-teaching
Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. In this essay, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching “family” as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit which brought us together with 14 intrepid students from across the university to learn and apply design thinking, Scrum project management, and social innovation theories to a large-scale civic engagement project. Here we explore the faculty lived experience during the pilot semester and how our teach teaching family was crucial to our personal and professional success in this high-stress environment. We then offer tips for creating your own team teaching “family.”
Hoon, C. H. (2014). ‘Catching glimpses of disciplinary understanding’: Collaborative teaching, learning, and inquiry (A review of Teaching, learning, and the Holocaust: An integrative approach). Teaching and Learning Inquiry: The ISSOTL Journal, 2(2), 3-8.
Manarin, K. (2017). Reading the stories of teaching and learning—ISSOTL 2016 opening keynote. Teaching & Learning Inquiry, 5(1), 1-8.
Nash, R. J. (2004). Liberating scholarly writing: The power of personal narrative. New York: Teachers College Press
Ng, L., & Carney, M. (2017). Scholarly personal narrative in the SoTL tent. Teaching & Learning Inquiry, 5(1), 1-13.
Williams, A. L., Verwoord, R., Beery, T. A., Dalton, H., McKinnon, K., Strickland, K., Pace, J., and Poole, G. (2013). The Power of social networks: A model for weaving the Scholarship of Teaching and Learning into institutional culture. Teaching & Learning Inquiry, 1(2), 49- 62.
How to Cite
Copyright (c) 2019 Rebecca Pope-Ruark, Phillip Motley, William Moner
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.