E R I N L A N E : E N V I R O N M E N T A L S C I E N C E , T H E U N I V E R S I T Y O F B R I T I S H C O L U M B I A

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

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

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

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

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

DO STUDENTS IN SPECIFIC COURSES CONSIDER HAVING MULTIPLE INSTRUCTORS AN ADVANTAGE OR

A DISADVANTAGE?

Course Model N Adv. Neutral Disadv.

2nd year. Environ. Science

TT (2) 36 81% 19% 0%

2nd year. Earth Science Topics

HY (2) 17 100% 0% 0%

3rd year. Oceanography

HY (3) 131 58% 22% 19%

2nd year. Majors Geology

SM (2) 54 35% 39% 26%

2nd year. Computer Science

SM (2) 203 14% 33% 54%

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

ADVANTAGES

01020304050607080

Teach,assess

Perspectivepassion

Other'variety'

Expertise

% R

espo

ndan

ts

Sequential (N=737)

Team & Hybr (N=184)

Three types of variety

“… [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)

DISADVANTAGES

01020304050607080

Personal'yAccess'y

Assess. & Expect'ns

Teach style

Confus'n & Comm'n

% R

espo

ndan

ts

Sequential (N=737)

Team & Hybr (N=184)

Three types of adjustment

Resource intensive

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