Bringing Collaborative Teaching into Doctoral Programs: Faculty and Graduate Student Co-teaching as Experiential Training

Walters, Kyla; Misra, Joya

doi:10.1007/s12108-013-9185-6

Cited by 16 publications

(17 citation statements)

References 19 publications

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“…Curriculum co-designing and co-teaching: these are activities considered "experiential" and "collaborative" because they enhance the critical and reflexive engagement with the reading material and develop an appreciation for the difficulties involved in designing a syllabus and translating it into effective classroom time [29,30]. The process generates discussion between the faculty and the student co-designers and builds support and commitment among the students.…”

Section: Uww's Pedagogical Frameworkmentioning

confidence: 99%

Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada

Ibáñez-Carrasco

Worthington

Rourke

et al. 2020

IJERPH

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(1) Background: Although HIV has not diminished in importance in Canada, the field of HIV research remains small, and the graduate students who decide to pursue careers within it feel isolated and uncertain about their professional skills and opportunities. Universities Without Walls (UWW) was created in 2009 to help redress these shortcomings. This paper presents a case study of UWW, a non-credit training program for emerging HIV researchers in Canada. In particular, we focus on the possibilities of experiential learning via online and blended delivery. UWW uses both online and in-person teaching modalities to teach engaged scholarship, interdisciplinarity, community-based research (CBR), intervention research, and ethics. (2) Methods: Using a case study, we elucidated the research question: “What are the factors that make Universities Without Walls a viable training environment in the contemporary HIV/AIDS field?” Focus groups were conducted with 13 UWW key stakeholders in 2012 during a program mid-point evaluation; in 2014, telephone or in-person interviews with the three directors were conducted by a UWW fellow (the 4th author of this paper), and in 2019 the authors analyzed the information and anecdotal evidence, which had been incorporated as thick description. In addition, fellows’ self-assessments via portfolio and results from formal learning assessments were included. We also thematically analyzed 65 student self-reports (2009–2015). (3) Results and Discussion: Each UWW cohort lasted 9 months to one year and was comprised of: a) sustained mentorship from the co-directors (e.g., phone conversations, assistance with grant writing, letters of reference, etc.); b) fortnightly online webinars that aim to develop fellows’ knowledge of community-based research (CBR), research ethics, intervention research, and interdisciplinary research; c) community service learning in the form of a “field mentoring placement”; d) face-to-face engagement with fellows and mentors, most notably at the week-long culminating learning institute; e) a stipend for fellows to carry out their training activities. The UWW pedagogical framework features experiential learning, critical pedagogy, and heutagogy made manifest in the field mentoring placements (community service learning), mentorship mediated by technologies, and in-person learning institutes. Our analysis showed that experiential learning was imparted by UWW’s a) transparency about its “implicit curriculum”, the attitudes, values, character, and professional identity imparted in the program as well as the overarching programmatic elements, such as commitment to diversity, the inclusion of those with lived experience, the flexible admissions policies and procedures, interdisciplinary faculty, flexible team, administrative structure, and valuing of technology in conducting research, learning, and teaching; b) curriculum co-designing and co-teaching, and c) sustaining a community of practice. The main results reported in our case study included significant “soft outcomes” for UWW fellows, such as developing a “social presence” as a precursor to lasting professional connections; learning to experience community-based research, intersectionality, and interdisciplinarity by interacting online with persons living with HIV, leaders in the field, and a variety of stakeholders (including nonprofit staff and policymakers). (4) Limitations: While fellows’ self-evaluation data were collected by an independent assessor and anonymized to the extent this was possible, the co-authors inevitably bring their preconceptions and positive biases to UWW’s assessment. As UWW was developed to function outside of traditional academic structures, it is unlikely that the UWW program could be transferred to a post-secondary environment in its entirety. UWW was also built for the socio-political environment of HIV health research. (5) Conclusions: The experiences of those involved with UWW demonstrate that explicit curricular components—such as interdisciplinarity, community-based research, intervention research, and applied ethics—can be learned through a blended delivery when combined with opportunities to apply the knowledge in ways, such as a field mentoring placement and a learning institute. Related to this outcome, our case study describes that implicit curricular components in the formation of a professional—the sense of self in the field as a researcher, student, and community member—can also be delivered through a blended model. However, the tools and activities need to be tailored to each student for their context, while pushing their disciplinarian and professional boundaries.

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Section: Uww's Pedagogical Frameworkmentioning

confidence: 99%

Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada

Ibáñez-Carrasco

Worthington

Rourke

et al. 2020

IJERPH

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“…Similarly, in-service teacher trainings have been considered to be effective when teachers have the opportunity to engage in authentic situations of inquiry-based teaching while being supported by other teachers in the implementation and reflection of their teaching (Capps & Crawford, 2012). The premises of this kind of collaborative approach are originated from coteaching settings mainly implemented in special education (Hang & Rabren, 2009;Solis, Vaughn, Swanson, & McCulley, 2012), but recently studied actively in vocational or higher education (Zapf, Jerome, & Williams, 2011;Walters & Misra, 2013).…”

Section: Inquiry Approach and Teachers' Experiences Of Inquiry-based mentioning

confidence: 99%

Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

Havu‐Nuutinen

Kervinen

Uitto

et al. 2019

JBSE

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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers’ professional development and in-service teachers’ expertise and the model successfully support the use of inquiry-based practices in primary school science education. Keywords: collaborative team teaching model, inquiry-based science teaching, survey research, teachers’ experiences.

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“…Studies such as Walters and Misra's (), moreover, focus on apprentice teaching of social science courses with graduate students but not undergraduates. Walters and Misra suggest a step‐by‐step initiation process in which “doctoral students might first serve as readers/graders, then serve as a teaching assistant with responsibility for teaching discussion sections, then collaboratively teach a course, and finally, instruct independent courses” (p. 293).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In general, apprentice teaching is documented sparsely by scholars as an option for engaging undergraduates in a sustained instructional practicum (see Friend, Embury, & Clarke , who list Bacharach, Heck, & Dahlberg, 2010a, and Scantlebury, Gallo‐Fox, & Wassell, 2008, as examples). This is a surprising gap in the literature as well as in educational practice because the tripartite benefits of teaching together for instructors, their apprentices, and the students they teach have been well documented (e.g., Bacharach, Heck, & Dahlberg, 2010a, 2010b; Murphy & Beggs, ; Silverman, Hazelwood, & Cronin, ; Stillwell, ; Walters & Misra, ; York‐Barr, Ghere, & Sommerness, 2007). Although Dartmouth College has offered apprentice teaching for world languages since 1967, it has only taken the form of “drill sessions” outside the master classes.…”

mentioning

confidence: 99%

“…Several other universities, however, such as Stetson and Lehigh, have recently begun offering apprentice teaching courses for professors to mentor undergraduates in their master classes in any field. Primary benefits for apprentice teachers include the one‐on‐one mentoring and experiential learning they receive (Walters & Misra, ). Two teachers also generate more creative ideas for innovative homework assignments and classroom activities than a single teacher (Murphy & Beggs, ; Roth & Tobin, ; Stillwell, ).…”

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confidence: 99%

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The Benefits of Apprentice Teaching with Undergraduates in German Language Classes

Twark

Franch

Vaughan

2018

Die Unterrichtspraxis

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Although abundant research studies explore team teaching and co‐teaching, research is lacking on apprentice teaching with undergraduates, especially in U.S. world language classes. This article presents a practical apprentice teaching model for teaching beginning German with undergraduate students. The model was successful because the professor and her apprentices engaged in “cogenerative dialogue” (Roth & Tobin, ) and produced a true collaboration. The experience yielded a set of pedagogical strategies and best practices reported here. Because world language teacher candidates need extensive mentoring to acquire the ability to manage classes along with achieving advanced low culture and language proficiency (Pearson, Fonseca‐Greber, & Foell, ), universities must find innovative ways to educate these future teachers. One way to mentor them holistically is to collaborate with them as apprentices. In taking collective responsibility for learning and agency in the classroom, those who teach together are empowered to grow together and learning barriers are reduced (Roth & Tobin, ). Students in co‐taught classes report a heightened motivation to learn the course content (Cordner, Klein, & Baiocchi, ; York‐Barr, Ghere, & Sommerness, ). Apprentice teaching therefore produces benefits for the faculty mentor, the student teachers, and their language learners.

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Bringing Collaborative Teaching into Doctoral Programs: Faculty and Graduate Student Co-teaching as Experiential Training

Cited by 16 publications

References 19 publications

Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada

Universities without Walls: A Blended Delivery Approach to Training the Next Generation of HIV Researchers in Canada

Pre-Service and in-Service Teachers’ Experiences of Inquiry-Based Primary Science Teaching: A Collaborative Team Teaching Model

The Benefits of Apprentice Teaching with Undergraduates in German Language Classes

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