February 22, 20062006 Southwest Educause Conference 1 Copyright Rebecca Frost Davis, 2006. This work...

February 22, 2006 2006 Southwest Educause Conference

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Copyright Rebecca Frost Davis, 2006. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.


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Distributed Inter-Campus Team Teaching

Rebecca Frost Davis

National Institute for Technology and Liberal Education (NITLE)


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Outline

• NITLE

• Team Teaching– Value– Cost

• Intercampus Team Teaching

• Lessons Learned and Applications


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National Institute for Technology and Liberal Education

• Advancing Liberal Education in the Digital Age

• 3 Areas– Professional Development Opportunities– Collaborations– Exploring Emerging Technologies

• www.nitle.org


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93 Institutions


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93 NITLEInstitutions


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Team Teaching

• James Davis, Interdisciplinary Courses and Team Teaching– One course with more than one faculty– Varies in degrees of collaboration

• Planning• Content Integration• Teaching• Evaluation


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Faculty Benefits of Team Teaching

• Social Benefits and Teaching Support

• Shared Course Responsibility for Planning, Teaching and Grading

• Maintain student interest and attention

• Become familiar with more students

• Help in Classroom


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Students Benefits from Team Teaching

• More stimulating Class

• Broader Expertise

• Diverse Viewpoints

• Faculty model scholarly / professional interaction and learning

• Integrative Thinking

• Access to more faculty mentors


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Costs of Team Teaching

• Faculty resources

• Reduces income from large classes (decreased student to faculty ratios)

• Extra time in planning and coordination


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Inter-Institutional Collaboration

• Leverage existing small courses

• Increase enrollments in under-enrolled courses

• Expand course offerings

• Access broader faculty expertise

• Geographic diversity of faculty and students


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Sunoikisis ICCs

• Sunoikisis: www.sunoikisis.org– A NITLE collaboration for the advancing of

teaching, curricular development and scholarship in Classical Studies

• Inter-Institutional Collaborative Courses– Team Taught between campuses


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Sunoikisis

• Began in the Associated Colleges of the South (16 institutions)

• Classics: Greek, Latin, Archaeology

• Small Departments– 1-7 faculty, average 2.85, median 2– 0-25 majors, average under 10


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Collaboration: Strength in Numbers


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Inter-Campus Courses

• 5 year cycle of advanced languages– One Greek, One Latin, each fall

• Archaeology

• CGMA: GIS in Mediterranean Archaeology


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Latin: Neronian Literature, Fall 2005


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Language Course Elements

• Face-to-face with home campus mentor• Synchronous common session

– Virtual Classroom with streaming audio, chat, and html lecture notes

• Shared materials online• Shared discussion list for study

questions and response papers• Online exams with shared grading


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Evaluation

• 3 year longitudinal study funded by The Mellon Foundation

• http://www.sunoikisis.org/reports.htm– Executive Summary, Report and How-To

Guide

• Principal Investigators– Deborah Olsen, Virginia Tech– Susan Frost, Emory University


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Evaluation

• Faculty and Student Gains and Challenges– Collaborative Teaching and Learning– Content Mastery– Intellectual Stimulation and Professional

Growth– Technological Innovation


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Evaluation Conclusions

• Furthers a core goal of liberal education

• Successful collaboration of formerly competitive colleges

• Unbundling of instructional components to pool instructional resources


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Lessons Learned

• Challenges of Team-Teaching

• Technology solutions

• Other Applications


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Challenges

• Coordination and Planning

• Building Faculty Trust

• Communication

• Student discomfort with other faculty

• Disjointed course

• Evaluation and Testing


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Solutions

• Planning

• Technology

• Administrative and Technology Support


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Course Development Cycle

• Initial planning for curriculum cycle– What courses are needed when?

• Planning documents and calls in Spring– Preliminary syllabus for curriculum review

committees– Recruiting students & faculty

• Summer curriculum workshop• Fall Course


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Summer Curriculum Workshops

• Design curriculum

• Liberal Arts Pedagogy

• Intellectual Stimulation

• Face-to-face meeting facilitates collaboration and builds trust


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Technology

• Web-based Course Delivery System (CDS)– http://cds.colleges.org– Share materials for summer seminar and

course planning– Learning management system for course

• Electronic Communication


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Administrative and Technology Support

• Course Director (lead faculty member)– Coordination of course members

• NITLE Staff and interns– Course coordination– Post materials– Monitor live sessions– Troubleshoot


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Course Delivery System

• Designed for inter-campus courses– Virtual classroom for live sessions– Archived live sessions– Configurable class email lists – Class rosters with pictures and institutional

affiliation– Granular permissions


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Advice for Team Teaching

• Institutional support

• Planning

• Training for faculty in both team teaching and technology

• Course Director & staff for coordination

• Administrative and Technology Support

• All faculty attend all classes


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Applications

• Team-taught course on single campus, in a university system or between multiple institutions– Learning Management System

• Forums for planning, administering and grading

– Students in large courses find supplementary interactions online

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