- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
- I What We Teach and Why
- 1 Why We Need a New Kind of Higher Education
- 2 Practical Knowledge
- 3 Foundations of the Curriculum
- 4 A New Look at General Education
- 5 Multimodal Communications and Effective Communication
- 6 Formal Analyses and Critical Thinking
- 7 Empirical Analyses and Creative Thinking
- 8 Complex Systems and Effective Interaction
- 9 A New Look at Majors and Concentrations
- II How We Teach
- 10 Unlearning to Learn
- 11 The Science of Learning: Mechanisms and Principles
- 12 Fully Active Learning
- 13 A New Team-Teaching Approach to Structured Learning
- 14 Teaching from Lesson Plans
- 15 The Active Learning Forum
- 16 Building Lesson Plans for Twenty-First-Century Active Learning
- 17 Assessing Student Learning
- III Creating a New Institution
- 18 Building a New Brand
- 19 Global Outreach: Communicating a New Vision
- 20 An Admissions Process for the Twenty-First Century
- 21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education
- 22 Experiential Learning: The City as a Campus and Human Network
- 23 A Global Community by Design
- 24 Mental Health Services in a Diverse, Twenty-First-Century University
- 25 The Minerva Professional Development Agency
- 26 Accreditation: Official Recognition of a New Vision of Higher Education
- 27 A Novel Business and Operating Model
- Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
A New Team-Teaching Approach to Structured Learning
A New Team-Teaching Approach to Structured Learning
- Chapter:
- (p.179) 13 A New Team-Teaching Approach to Structured Learning
- Source:
- Building the Intentional University
- Author(s):
Joshua Fost
Vicki Chandler
Kara Gardner
Allison Gale
- Publisher:
- The MIT Press
We review the processes and tools we use to help achieve a consistent and high-quality learning environment for our students and a pleasant and productive working environment for our faculty. Our Cornerstone courses have multiple instructors, who meet weekly, along with the development faculty for the course; we are extending this model to upper-division (sophomore year and above) courses as we grow. Extensive use of a real-time chat tool ("Slack") facilitates tight synchronization, knowledge-sharing, and team-building among our geographically distributed team. Full faculty meetings and a faculty advisory committee provide additional channels for higher-level strategic direction. The substance of the exchanges provided in these communication channels spans content, pedagogy, classroom management, and grading support. Before they begin teaching, a one-month orientation course helps all new faculty develop working relationships, become comfortable with the unique Minerva pedagogy and the digital tools we use for development, assessment, and instruction.
Keywords: faculty roles, course development, communication tools, knowledge sharing, standardization
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- Title Pages
- Dedication
- Frontispiece
- Foreword: Higher Education in the Twenty-First Century
- Preface
- I What We Teach and Why
- 1 Why We Need a New Kind of Higher Education
- 2 Practical Knowledge
- 3 Foundations of the Curriculum
- 4 A New Look at General Education
- 5 Multimodal Communications and Effective Communication
- 6 Formal Analyses and Critical Thinking
- 7 Empirical Analyses and Creative Thinking
- 8 Complex Systems and Effective Interaction
- 9 A New Look at Majors and Concentrations
- II How We Teach
- 10 Unlearning to Learn
- 11 The Science of Learning: Mechanisms and Principles
- 12 Fully Active Learning
- 13 A New Team-Teaching Approach to Structured Learning
- 14 Teaching from Lesson Plans
- 15 The Active Learning Forum
- 16 Building Lesson Plans for Twenty-First-Century Active Learning
- 17 Assessing Student Learning
- III Creating a New Institution
- 18 Building a New Brand
- 19 Global Outreach: Communicating a New Vision
- 20 An Admissions Process for the Twenty-First Century
- 21 Multifaceted Acculturation: An Immersive, Community-Based Multicultural Education
- 22 Experiential Learning: The City as a Campus and Human Network
- 23 A Global Community by Design
- 24 Mental Health Services in a Diverse, Twenty-First-Century University
- 25 The Minerva Professional Development Agency
- 26 Accreditation: Official Recognition of a New Vision of Higher Education
- 27 A Novel Business and Operating Model
- Afterword: For the Sake of the World
- Appendix A: Habits of Mind and Foundational Concepts
- Appendix B: Mission, Principles, and Practices
- Editors and Contributors
- Index
