The fifth of March 2020 was the 250th anniversary of an event commonly known as the "Boston Massacre," and to commemorate it, the author's upper-level history class staged an unscripted presentation of the resulting historical trial in conjunction with third-year law students enrolled in Practice Court through the Baylor Law School.…

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news--advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by…

In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics,…

The Interstate New Teacher Assessment and Support Consortium's (INTASC's) (1992) standards for beginning teachers and the National Board for Professional Teaching Standards' core propositions highlight the importance of collaborative problem solving for teachers. They suggest teachers work together with other school professionals, parents, and…

Describes the development and implementation of interdisciplinary four world studies courses at Queens College (City University of New York). Discusses the planning process in which teaching teams from the social sciences and humanities developed course content and objectives. States that the courses were designed to be part of the undergraduate…

A syllabus intended to prepare high school students for college level library research and to provide students with skills for lifelong learning is being created by a committee of high school and college librarians and classroom teachers. The syllabus is designed to be taught by a team consisting of a library media specialist, English teacher(s),…

Designed for faculty who are new to the Ohio Program of Intensive English (OPIE), this handbook is intended as an orientation and basic reference guide. The OPIE is described as a program established at Ohio University in 1967 to offer intensive or semi-intensive English language training for non-native speakers who need English for academic study…

The freshman seminar at Indiana University-Purdue University at Indianapolis is taught by a team that includes faculty, an academic advisor, librarians, and student mentors and is often linked to a disciplinary course. Faculty serve as instructors in the linked course, and student mentors lead supplemental instruction groups. Challenges…

Describes how problem solving was incorporated into a clinical science curriculum by using a team teaching approach. The review of the content domain, the examination of objectives and test items, and the steps in the team development are included. The steps in development of the program are considered. (KR)

Describes a team-taught immersion-style, content-based program in English as a foreign language (EFL) in a Japanese college liberal arts curriculum. The collaborative model of content-based instruction differs from the typical theme-based, sheltered, and adjunct models in its educational goals and instructional format. Suggestions are made for…

A history teacher and a Spanish teacher describe the setbacks and successes of an interdisciplinary team-teaching experience in the history and literature of Central America at St. Norbert College (Wisconsin). The course, evaluation by both students and an experienced team teacher, and development of a new syllabus are discussed. (MSE)

A professor from the University of Tennessee and a mathematics teacher who formerly taught kindergarten teamed up to plan and teach a kindergarten methods course for undergraduate elementary education majors. The course includes both practical and theoretical perspectives. Course readings consist of selections from textbooks and articles from…

Discusses a model program at the University of Northern Colorado for preparing secondary geography teachers. Asserts that the program's key feature is the presence of an outstanding secondary teacher in residence throughout the year who team-teaches the geography teaching methods course. (CFR)