Roles, Power, Planning A CONVERSATION ABOUT CO-TEACHING: Pamela L. Eddy and Sharon L. M. Stone The College of William and Mary 6 th Annual Conference on Higher Education Pedagogy February 5, 2014

Overview of the literature and facilitator experiences Engagement in conversation using guiding questions Summary and posting of key points AGENDA

Professional growth due to reflection & students gain by variety of learning strategies (Conderman & McCarty, 2003) Power differentials for faculty and graduate students (Eddy & Mitchell, 2006) Willingness to be open and receptive to different perspectives helps support co-teaching (Leavitt, 2006). Missing—thinking of instructors as adult learners LITERATURE

The Circumstances Sharon Pam Initiative The Course Change of instructor Question of intention – Comparative vs. Internationalization Frame of reference among students INTRODUCTION

Spring 2013 Discussed teaching philosophies Calendar to accommodate both instructors Conceptual framework for adult learners Summer 2013 Reviewed text and selected readings Organized material into thematic sections Interviewed international scholars Fall 2013 Met weekly for debriefing/planning PLANNING What would this look like for interdisciplinary studies?

Unique mitigating factors Collegial culture of department High comfort level in communicating with one another Similar in age and international experience Co-creating rather than just co-teaching Awareness of power differential Expectations of roles Shared meaning/understanding POWER

Pam remained primary instructor; Sharon supported instruction Pam gave Sharon positive introduction and divided content presentation Both facilitated small group discussion and learning activities Both read submitted student work; Pam evaluated and modeled for Sharon Kept fun as a focal point ROLES

How do you define the concept of co-teaching? What best practices support co-teaching, in particular when crossing disciplinary areas or when working with others who may possess more status and power? What are the key learning outcomes for those involved in co-teaching based on adult learning theory? What do you see as challenges of co-teaching? GUIDING QUESTIONS

Be patient – it takes time to get all the parts to operate cohesively Communication is critical—revisit course objectives and goals often Flexibility is key—both for instructors and students Some students were uncomfortable with andragogical approach and/or student- centered learning Formative assessment helps for making mid-course adjustments LESSONS WE LEARNED AND WAYS TO IMPROVE

Pamela L. Eddy, Ph.D.Sharon L. M. Stone ProfessorDoctoral CandidateThe College of William and MaryWilliamsburg, VA See CIDER website for reference/resource list