Shawna Thomas, Robert Lightfoot,
IEEE Frontiers in Education Conference (FIE), Lincoln, NE, USA, October 2021, pp. 1–8.
Abstract: This Innovative Practice Full Paper presents a collaborative course design and delivery model that supports teamwork among faculty, tracks course alignment throughout the development process, and fosters a greater variety and distribution of student engagement opportunities, even when the collaborative relationship must be virtual. Multiple perspectives, when used effectively, enhance course design and delivery, but collaboration among faculty can be challenging without a structured process. In addition, establishing alignment between learning outcomes and course activities is increasingly difficult. We show the benefits of this approach through deployment in a collaboratively redesigned engineering course. The resulting course has improved alignment of learning objectives and activities across all modules, provides a wider set of student engagement opportunities, and gives a more consistent instructional voice among the different delivering faculty.
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