Creative Innovation Takes a (Team Teaching) Family

Abstract

Team teaching can be a valuable means of enabling cross-disciplinary collaboration, interdisciplinary study, and pedagogical innovation, but the logistical and intellectual challenges can seem too daunting to overcome. Here, we share the story of how four faculty members from professional writing, communications, and computing sciences developed a team teaching "family" as we imagined, created, launched, and ran an innovative experiential learning program at our university. The Design Thinking Studio in Social Innovation is a semester-long program worth four full courses of credit that brought us together with 14 students from disciplines across the university to learn and apply design thinking and social innovation theories to a large-scale civic engagement project. Here we explore the lived experience of the faculty during the pilot semester and how our team-teaching family was crucial to our personal and professional success supporting our "kids" in this high-stress environment. We then offer tips for creating your own team-teaching family.

Ten simple rules for teaching an introduction to R

“…We all explain solutions to problems a bit differently, which can help “unlock” programming principles for a wider array of learners. Team teaching also has other benefits, such as greater professional and social support for instructors [ 14 ].…”

Ten simple rules for teaching an introduction to R

“…We all explain solutions to problems a bit differently, which can help "unlock" programming principles for a wider array of learners. Team teaching also has other benefits, such as greater professional and social support for instructors [13].…”

Design Thinking in Higher Education: Opportunities and Challenges for Decolonized Learning

“…Although prior studies have shown DT can positively impact teaching and learning within higher education (Haigh and Withell 2020;Lake, Flannery, and Kearns 2021;Lake, Lehman, and Chamberlain 2019;Lake, Motley, and Moner 2019;McLaughlin et al 2022;Pope-Ruark, Motley, and Moner 2019), little research has explored the potential role of DT when it comes to liberatory teaching and learning praxis and philosophies (Noel 2022;Udoewa 2022). In addition, few studies analyze data from the perspectives of faculty and student within multiple disciplines and institutions of higher education.…”