Conversation: Co-Teaching as a Learning Experience Pamela L. Eddy, Kristen L. Tarantino Presentation for the CIDER Conference on Higher Education Pedagogy Blacksburg, VA February 12, 2016

Agenda Overview of the literature and definitions Facilitator experiences Engagement in conversation using guiding questions Summary and posting of key points 2

Literature Professional growth—reflection (Conderman & McCarty, 2003) Power differentials (Eddy & Mitchell, 2006) Receptive to different perspectives (Leavitt, 2006) Adult Learning Theory (Knowles, 1980) 3

Introduction Context College Teaching Certificate (ctc.wm.edu)ctc.wm.edu Kristen (CTC capstone wiki)CTC capstone wiki Pam The Course—Comparative Higher Education Reaction vs. Creation Co-Teaching requirements 4

College Teaching Certificate (CTC) 5

Planning Summer 2015 Embedded within CTC Capstone –Course Design/Teaching Strategies –Concurrent SoTL project Mapping syllabus and course objectives –Updated course readings and assignments –Online class preparation 6

Power Unique mitigating factors –CTC –Timing of symbolic interactions (online class) –High comfort level and experience in communicating with one another Awareness of power differential Expectations of roles Shared meaning/understanding Parallel paradigms vs. interdisciplinary 7

Roles Pam remained primary instructor; Kristen supported instruction. Kristen was Pam’s graduate assistant –Afforded more opportunities to connect –Present on campus Both facilitated small group discussion and learning activities Kristen as researcher and co-instructor Both read submitted student work – evaluated by Pam and modeled for Kristen 8

Guiding Questions 1.How do you define the concept of co- teaching? 2.What are the key learning outcomes for those involved in co-teaching based on adult learning theory? 3.What do you see as challenges of co- teaching? 4.How do you navigate the power differential involved with co-teaching? 9

Lessons Learned Agree on communication structure Socialization of faculty roles Accommodating different learning styles and learning places Keep online component Some strategies just don’t work Make roles in the class more explicit Evaluation as a necessary learning experience 10

Conversation: Co-Teaching as a Learning Experience Pamela L. Eddy Professor The College of William and Mary Williamsburg, VA Kristen L. Tarantino Doctoral Candidate The College of William and Mary Williamsburg, VA