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)