- 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
