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ERIC Number: EJ879131
Record Type: Journal
Publication Date: 2010
Pages: 6
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-1080-5699
Vive la Difference: What We Learn from Each Other by Teaching Together
Rehling, Lu; Lindeman, Neil
Business Communication Quarterly, v73 n1 p91-96 2010
The authors are similar in sharing the academic discipline of professional writing and of both having had experience as writers and editors in the workplace, but they are different in many other and obvious ways. The students notice these differences, using, in course assessments, descriptive phrases to describe the contrast that include "yin and yang," "relaxed and intense," and "two opposites." Fortunately, the students also use terms such as "complementary" and "balanced," generally offering praise for their teamwork and appreciation for having both of them leading the class that they coteach. The authors are the only two core tenured/tenure-track faculty in their small, independent Technical & Professional Writing Program, so they tend to rely on each other professionally as sounding boards and collaborative partners in curricular decision-making. For those reasons, they jointly designed a new and innovative undergraduate course, the first ever general education course offered by their program. They agreed to center the syllabus for that course upon narratives based on research in their field, which led them to share their ideas about what studies and related concepts most shaped each of their thinking. The synergy of this intellectual exchange, along with the enjoyment that came from playing off of each other's ideas, made them realize that neither of them could develop the new course and its many individual lessons as well and fully independently as they could together. In this article, the authors explain how they made team teaching work well for their students by explaining why they chose to do it, how they have made it work for themselves, and the unexpected benefits that they have gained from the experience.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A