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TEAM TEACHING: DO AS I DO, NOT AS I SAY

TEAM TEACHING: DO AS I DO, NOT AS I SAY. Erin Lane: ENVIRONMENTAL SCIENCE, The University of BRITISH COLUMBIA. Environmental science. Program is grounded in Science Pre- req’s .: First year Biology, Physics, Chemistry, English and Differential and Integral Calculus

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TEAM TEACHING: DO AS I DO, NOT AS I SAY

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  1. TEAM TEACHING: DO AS I DO, NOT AS I SAY Erin Lane: ENVIRONMENTAL SCIENCE, The University of BRITISH COLUMBIA

  2. Environmental science • Program is grounded in Science • Pre-req’s.: First year Biology, Physics, Chemistry, English and Differential and Integral Calculus • Choose area of concentration: an Ecology and Conservation or Land, Air and Water • Co-op, work study, exchange opportunities • All students are required to take: • Ecology, Oceanography, Atmospheric Science, Hydrology and Biogeochemistry • Physical Chemistry, Coordination or Organic Chemistry, Statistics, Calculus III • At least one “tools” course: GIS, MATLAB, Computation, Instrumental Analytical Chemistry • Core backbone of environmental science courses

  3. A series OF CORE COURSES • Enhance breadth, not depth • Broad perspective on global, regional, and local environmental issues • Variety of perspectives: scientific, technical, social, political, economic, legal, and ethical. • Process-orientated learning objectives • Problem-solving, critical thinking, research, team-work and communication • Build a cohort • Each student will leave our program with a very different set of content knowledge and technical skills • Establish connections between core disciplines • Project based • Student-centered learning • Team teaching

  4. Why team teaching? • Integrative cross-disciplinary approach • Breakdown silos • Model how experts think, learn and interact • Often no right answer • Emulate scholarly discussion and communication that occurs in real professional or academic settings • Provide expertise in specific areas covered within one course • Provide a wealth of contacts and resources

  5. Sequence of courses • Second year • Different perspectives/career paths • Critical thinking • Scientific literacy • Team work • Communication skills • Third year: • Build on the skills of second year • Data analysis • Research proposal • Forth year: • Project management • Work with community stakeholders • Market their skills • Apply ‘tools’ classes to real world problems

  6. Do students in specific courses consider having multiple instructors an advantage or a disadvantage? Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses; Jones & Harris, Accepted to College Teaching (2012)

  7. Advantages “… [instructors] working together enriched the class; they could bounce ideas off each other”, and “… you could see how they interacted …” => students recognize true team teaching as bringing aspects of expert thinking, communication and discussion into the class Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses; Jones & Harris, Accepted to College Teaching (2012)

  8. Disadvantages Resource intensive Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses; Jones & Harris, Accepted to College Teaching (2012)

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