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Background and Context:
An important part of educating students for meaningful personal and professional lives of ethical leadership, service, and a lifelong search for truth is providing academic learning experiences that are integrative, intellectually challenging, rich in multiple perspectives, and models for civil discourse. Team-teaching is one pedagogical practice that promotes these characteristics. We recognize that high-quality team-teaching - to be most effective - requires collaboration and time over and above teaching a course as an individual.
Current Edgewood practices for acknowledging and compensating team-teaching vary across departments and schools. Explicit guidelines acknowledge the institution’s support of team-teaching, and promote a more equitable, and responsible, enactment of this practice.
Guidelines:
- A team-teaching arrangement needs to be approved by the department chair and dean, or their designee, prior to being included in the timetable. Typically, faculty will not participate in more than one team-teaching arrangement each year.
- Typically, a team-taught course will be assigned 1.5 times the student credit load for the course. For example, a 3-credit course is assigned 4.5 credits; a 4-credit course is assigned 6 credits. For example, two instructors team-teaching a 3-credit course would each earn 2.25 credits of load.
- Typically, these credits are divided equally between/among the instructors.
- There are circumstances that may warrant an unequal distribution of credits. These circumstances should be discussed with the corresponding department chair and dean, or their designee, who makes the final decision about distribution of credits.
- Team-teaching loads need to be communicated clearly when deans and department chairs submit semesterly faculty loads to the Academic Dean’s Office
- Team-teaching arrangements need to be enacted with attention to overall faculty teaching loads. In cases where a team-teaching arrangement results in a faculty member being underload, a plan needs to be put in place with the department chair and approved by the dean or their designee. For example, team-teaching credits could be counted as an overload, or in an academic year a heavier course load could be assigned one semester.
- All overloads/underloads created by team-teaching should be reported to the Academic Dean’s Office when loads are reported.
- This policy is not designed to apply to academic units that choose to deliver significant portions of their curriculum in a team-teaching format. Those approaches should be discussed with the VPAA to determine if and when an alternative load would be assigned.
Expectations:
Compensated team-teaching significantly differs pedagogically from simply having two instructors assigned to a course. In other words, a compensated team-taught course is not one where two or more instructors simply divide up the responsibilities and work cooperatively with each other. Characteristics of compensated team-teaching may include:
- Collaborative planning and processing with regular meeting times dedicated to this work.
- Shared attendance at, and involvement in, class sessions and events.
- Collaboration and common practices around the assessment, evaluation, and grading of student work/student learning.
- Integration of each other’s content such that students get to witness integration being modeled.
- Explicit attention to multiple perspectives that are contributed by each faculty member, including the modeling of respectful dialogue and debate around those perspectives.
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