Team-Teaching: Communication Is the Key When Integrating Graduate Coursework

Abstract

I firmly believe that students in the learning community grew as a result of having the continuity of their peers in two of their core classes in the first semester. They also had faculty who conferenced on the students' achievements and struggles. We were invested in their success. On a personal note, I acknowledge that I found team-teaching in the core curriculum to be far more rewarding than I imagined. I love teaching communication majors, but I also grew very fond of teaching a group of new and somewhat uncertain students starting their college career. The collegial support from working with other faculty strengthened my own teaching and preparation. The success in this model was the collaborative teaching approach as to the "trade-off" model of swapping lectures or course periods. I felt challenged both intellectually and professionally; overall, I believe students and faculty benefited from the experience.

Teaching Teamwork Through Coteaching in the Business Classroom

“…In particular, “Contemporary business education makes extensive use of team-based pedagogies” (Colby, Ehrlich, Sullivan, & Dolle, 2011, p. 90). Similarly, a growing orientation toward coteaching in the collegiate classroom has become increasingly prevalent (Cook & Friend, 1995; Hochradel, Long, & Johnson, 2010; Siciliano, 1999; Walther-Thomas, 1997). The literature discussing teaching teamwork has originated largely from organizational theory and studies examining job readiness skills (Riebe et al, 2010), while discussions of coteaching exist in the scholarship of teaching and learning (Harris & Harvey, 2000; Murawski & Swanson, 2001; Plank, 2011).…”