Relevant bibliographies by topics / Team taught

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Team taught'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Team taught"

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Lengermann, Patricia, and Jill Niebrugge. "“Course Is Team Taught”." Journal of Lesbian Studies 9, no. 4 (2005): 57–72. http://dx.doi.org/10.1300/j155v09n04_05.

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Netting, F. Ellen, and Frank G. Williams. "A Team-Taught Aging Policy Course." Gerontology & Geriatrics Education 10, no. 1 (1989): 1–11. http://dx.doi.org/10.1300/j021v10n01_01.

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Rajamma, Rajasree K., and Michael R. Sciandra. "Planning and Implementing a Graduate Online Team-Taught Marketing Course." Journal of Marketing Education 42, no. 2 (2018): 108–22. http://dx.doi.org/10.1177/0273475318786336.

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Online courses have become an important educational delivery tool for institutions of higher learning throughout the world. While popular among students and administrators, many faculty members have expressed concerns with online courses. Therefore, this article highlights online team teaching as a potential solution to many of the concerns harbored by faculty members. In particular, we discuss the potential challenges that can be faced by an online teaching team during the various stages from conceptualization to implementation, and offer prescriptive guidelines that would help future teams in navigating those challenges. Importantly, this article explores online team teaching from the perspective of marketing faculty and outlines positive educator outcomes associated with the development of a team-taught marketing course.
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Y. Whitburn, Laura, Meg Colasante, Heath McGowan, Diane L. Hughes, and Aaron C. McDonald. "Team-taught vs sole-taught anatomy practical classes: Enhancing the student learning experience." Journal of University Teaching and Learning Practice 18, no. 3 (2021): 30–48. http://dx.doi.org/10.53761/1.18.3.4.

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Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent thematic analysis. Satisfaction scores significantly increased at the team-taught metropolitan campus compared with 2017 when all practical classes were sole taught. Four key themes were realised with the teamtaught format: Improved student learning experience; Diverse perspectives; Demonstrator characteristics (Nurturing expert (LD); inspiring clinical contextualiser (CD); relatable study advisor (NPD)); Confidence and approachability. Findings demonstrated that both sole- and team-taught anatomy practical classes can provide students with a positive learning experience; however, a team-taught format of practical classes may provide students with a richer learning experience. The multiple perspectives of different demonstrators were highly valued by students and should be considered as an important approach to teaching students with diverse academic credentials, backgrounds and learning experiences. The interaction between students and teachers is key to instilling motivation and active participation, especially during practical sessions. Stressing key pedagogical (andragogical) principles such as introducing clinical examples and sharing personal experiences can be enhanced if the background of the teaching staff is varied.
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Brooks, Judi, Diane Poretta Fox, Janet Okagbue-Reaves, and Angela Lukomski. "Best Practices for an Interdisciplinary Team-Taught Course." Educational Gerontology 35, no. 9 (2009): 818–30. http://dx.doi.org/10.1080/03601270902821350.

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Seabury, Marcia Bundy, and Karen A. Barrett. "Creating and Maintaining Team-Taught Interdisciplinary General Education." New Directions for Adult and Continuing Education 2000, no. 87 (2000): 15–24. http://dx.doi.org/10.1002/ace.8702.

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Graber, Glenn C., and Christopher D. Pionke. "A team-taught interdisciplinary approach to engineering ethics." Science and Engineering Ethics 12, no. 2 (2006): 313–20. http://dx.doi.org/10.1007/s11948-006-0029-4.

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Tashliyev, Ahunberdi, Ngadiso Ngadiso, and Endang Setyaningsih. "A Comparative Study Between Team Game Tournament and Direct Instruction Method in Teaching Reading." English Education 6, no. 2 (2018): 191. http://dx.doi.org/10.20961/eed.v6i2.35947.

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<p><em>The aim of this research is to find out: (1) whether there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction Method; and (2) which group of students has better reading skill, the group taught using Team Game Tournament or the group taught using Direct Instruction Method. The research method used in this study is an experimental method. This research used 20 students for the experimental group and 20 students for the control group. The research instruments used to collect the data in this study is test. The data were analyzed by using t-test formula. The computation of the data shows that: (1) there is a significant difference in reading skill between the students taught using Team Game Tournament and the students taught using Direct Instruction; and (2) Team Game Tournament is more effective than Direct Instruction Method to teach reading.</em></p>
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Hughes, Diane L., Laura Y. Whitburn, Meg Colasante, Aaron C. McDonald, and Heath McGowan. "Developing anatomy demonstrations of the future: The role of team-teaching." Journal of University Teaching and Learning Practice 17, no. 5 (2020): 148–64. http://dx.doi.org/10.53761/1.17.5.10.

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Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captured under the themes learn-observe-support, more time with students and catering for student differences. While most team-teaching staff reported no challenges, some noted the need for time to establish effective team dynamics. Sole-teaching staff reported the benefit of consistency in teaching but challenges in providing adequate support to all students. While sole-teaching facilitates consistency in teaching, team-teaching enables staff to develop teaching expertise and anatomical knowledge from interactions with a range of demonstrators during practicals. Team-teaching facilitates knowledge transfer between staff, and this holds important workforce implications for developing anatomy teachers of the future.
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L Killingsworth, Brenda, and Yajiong Xue. "INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 2 (2015): 9–16. http://dx.doi.org/10.23947/2334-8496-2015-3-2-9-16.

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Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency) in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.
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Dissertations / Theses on the topic "Team taught"

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Townsend, Jeffery Scott. "Long term effectiveness of a team-taught, constructivist, experiential secondary science methods course." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337249.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4620. Adviser: Valarie L. Akerson.
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Miyahira, Katsuyuki. "Intercultural coordination of discursive self : directive-response organizations in team-taught English classes /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/8250.

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Duffourc, Michelle M., Robert V. Schoborg, Kathleen R. McGowen, C. Lybrand, and Reid Blackwelder. "Team-Taught Grand Rounds Promote Horizontal and Vertical Integration in a Discipline-Based Medical Curriculum." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6926.

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Discipline‐based medical curricula face the challenges of promoting horizontal (across course) and vertical (across years) integration, as well as providing opportunities for students to build the skills needed to become “residents‐as‐teachers”. To address these issues, we developed an Integrated Grand Rounds (IGR) series in which cases are co‐presented to M1/M2 students by clinical and basic science faculty. Sub‐topics relevant to the case are expanded upon by means of live patient interviews and small group sessions led by M3/M4 students. IGR effectiveness is measured by comparison of pre‐/post‐test scores and student attitude questionnaires. Overall, student post‐test scores improved by 23% and >; 95% of all students felt that this activity was an effective way to both integrate information across courses and highlight clinical applications of basic science material. Additionally, all M3/M4 students polled felt that the IGR provided a valuable opportunity to review important basic science concepts and practice clinical teaching skills. The IGR series has proven to be a highly successful tool for cross‐course and longitudinal integration and is enthusiastically supported by both faculty and students. Notably, the IGR provides an efficient and cost‐effective vehicle to expand interdisciplinary connections and enhance integration. As a result, we are in the process of expanding its use in our curriculum.
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Duffourc, M. M., R. V. Schoborg, K. R. McGowen, C. Lybrand, and Reid B. Blackwelder. "Team-Taught Grand Rounds Promote Horizontal and Vertical Integration in a Discipline-Based Medical Curriculum." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7351.

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Neilsen, Jenna M. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/912.

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The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written master's thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Phillips, Julie K. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1451.

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The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written masters thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Spain, LeAnn Stanley. "An evaluation of college students' knowledge and attitudes as a result of a team taught sex education class." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539791824.

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The purpose of this study was to compare the effects of sex education instruction by a male, a female, and a male and female team on college students' sexual knowledge and sexual attitudes. The author also attempted to expand the literature in the area of team taught human sexuality course.;The population consisted of students enrolled in three human sexuality classes at Richard Bland College, a two-year liberal arts college. Each student selected a class section without prior knowledge of the male traditionally taught, female traditionally taught, or male/female team taught.;The same textbook, tests, guest speakers, movies, and class discussions were used for each class. Each student in all three classes was asked to give general information about themselves, however the information remained anonymous.;It was hypothesized that (1) after completion of a human sexuality course, students taught by a male/female team, compared to those taught by a single instructor of either gender, would demonstrate more sexual knowledge and (2) after completion of a human sexuality course, students taught by male/female teaching team, compared to those taught by a single instructor, would show more positive sexual attitudes.;After statistically testing the scores using an analysis of covariance, it was concluded that the male/female team taught class did not increase significantly in knowledge or in more positive sexual attitudes.;Further study is needed using other kinds of measures for sexual knowledge and attitudes, using various age groups and subject areas, and in other settings such as four year institutions since this study of junior college students cannot be generalized to other constitutions and students.
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Powell, Jackie Echols Darch Craig B. "A comparison of learning outcomes for students with disabilities taught in three dissimilar classroom settings support services, team/collaborative, and departmental/pullout /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/Send%2011-10-07/POWELL_JACKIE_1.pdf.

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Moorehead, Tanya. "ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4351.

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This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachers roles in solo-taught and co-taught classrooms and special educators roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.<br>Ph.D.<br>Department of Child, Family and Community Sciences<br>Education<br>Education PhD
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Yu-Jong, Chang, and 張玉容. "A study of the local Tea Arts course taught by the primary schools of Xinbei." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84311306548818866715.

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碩士<br>國立臺北大學<br>民俗藝術與文化資產研究所<br>104<br>Abstract: Tea and folk-customs are strongly related; tea is used to display respect and acceptance in a number of ways such as Buddhism practice, welcoming guests and engagement ceremories. Tea has become an indispensable part of human life, and with the rise of tea practice, the manufacturing of tea sets, water selection, quality of tealeaf and tea tasting abilities have been well studied. Tea, a necessity of daily life, has developed into a form of art, thereby the term Tea Arts coming about. The practice of Tea Arts is a complex activity. Based on quality tealeaf and tea-brewing principles, the art of tea focuses on the etiquettes and positive attitude towards life. Also, applying Tea Arts into the courses at school can help students enhance their personality development, both mentally and physically. The prosperity of the tea industry in Taiwan started during Daogaung and Tongzhi of the Qing Dynasty. During the period of Japanese occupation, the government referred to the tea industry as one of the priorities for the country’s development. For instance, to offer students practical tea knowledge, four lessons in the textbooks in public schools were about tea of Taiwan, which can be seen as the origin of homeland education. In 1993, Ministry of Education implemented the course of local culture learning activity, aiming to extend education from within schools to local communities. It combines normal study with the local comminity environment and resources. In this way, students are expected to better their understanding of their own culture and thus to develop a strong emotional link between themselves and their hometowns. This linkage can encourage students to be more willing to contribute to the development of their hometown, which is the ultimate goal of local culture education. Dacheng Elementary School and Chajiao Elementary School of Three Gorges District, Shidian Elementary School and Yunhai Primary School of Yundian District, and Pinglin Elementary School of Pinglin District, all located in 100-year-old tea villages, have applied the art of tea to their teaching syllabus and have also made this tea course a feature of their teachings. This essay aims to discuss the relationship between the study of Tea Arts at different schools and the impact upon the development of local communities. Subsequently, this study can be utilized as a reference for the development of local culture education in other districts.
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Books on the topic "Team taught"

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Levin, Peter. Successful teamwork!: For undergraduates and taught postgraduates working on group projects. Open University Press, 2005.

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Rosemire, Adeline. The other mid-life crisis: Everything you need to know about wills, hospitals, life and death decisions, and final matters (but were never taught). Meridan Pub., 1994.

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Harrod, Molly, Sanjay Saint, and Robert W. Stock. Bedside and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0005.

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The attendings made bedside teaching (or the teaching that occurs just outside of a patient’s room) a mainstay of their approach. They felt that the best way to learn was from the patients themselves. They combined their physical examination and questioning of the patient with the presentation of relevant teaching points. Attendings taught that information learned from a current patient should be applied to the next patient. In this way, what is taught builds on itself, creating a solid foundation of knowledge. Attendings would not only teach to the team but would be alert to any need to provide individual instruction. They recognized that team members have different learning capacities and sought to prevent knowledge gaps from developing in every level of learner.
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Shattuck, Debra A. The 1890s: New Women, Bloomer Girls, and the Old Ball Game. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040375.003.0006.

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The 1890s saw a dramatic redefinition of femininity that coalesced into the image of the Gibson Girl and “New Woman.” Men like Bernarr Macfadden taught women that athleticism was a prerequisite of beauty; thousands of women began riding bicycles and playing vigorous sports with gusto. Women’s professional baseball shifted from theatrical to highly competitive and featured talented female players like Maud Nelson and Lizzie Arlington. Their “Bloomer Girl” teams barnstormed the country playing men’s amateur and semi-professional teams. Many decried the New Woman ideal and critics of female baseball players called them Amazons and freaks. Bloomer Girl teams of the 1890s paved the way for the talented female teams of the twentieth century.
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Deutsch, Jonathan, and Jeffrey Miller. Teaching with Food. Edited by Jeffrey M. Pilcher. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199729937.013.0011.

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Three editions (2000, 2003, and 2010) of Teaching Food: Agriculture, Food and Society Syllabi and Course Materials Collection, colloquially known as the ASFS Syllabi Set, contain some 1,000 pages of food syllabi and assignments from the past decade. These documents suggest that the academic study of food, as it is practiced in the classroom, is either a monkish fast or a convoluted weight loss strategy. Despite the fact that food studies is a thriving curriculum on campuses across North America, students are required to read about the subject outside of class, discuss it in class, and write about it in the form of term papers and projects. Food should not be taught not only as a subject for inquiry but also as a unique, multi-sensory tool for understanding history, culture, and society.
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Hanawalt, Barbara A. Ceremony and Civility. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490393.001.0001.

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London’s civic ceremonies marked the relationships between the mayors and the crown, but also between denizens and their government, gild wardens and members, masters and apprentices, and parishioners and their church. London, like all premodern cities, was made up of immigrants. The number of people who were citizens (who enjoyed the “freedom of the city”) was a small proportion of the inhabitants. The newly arrived had to be taught the civic culture of the city so that the city could function peacefully. Ritual and ceremony played a key role in the acculturation process. In a society in which hierarchical authority was most commonly determined by the inheritance of title and office or sanctified by ordination, elected civic officials relied on rituals to cement their authority, power, and dominance. Since the term of office was a year, the election and inauguration of city officials had to be very public, and the robes of office had to distinguish the officers so that everyone would know who they were. Apprentices entering the city to take up a trade were educated in civic culture by their masters. Gilds also provided experience in leadership through gild governance. Again, rituals, oath swearing, and distinctive livery marked their belonging. Those who rebelled against authority and who broke the civic ordinances were made spectacles of through ritual humiliations so that others could learn from their example. At the parish level, and even at the level of the street, civic behavior was taught through example, proclamations, and ballads.
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O’Collins, SJ, Gerald. The Background for Discussing Christian Tradition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198830306.003.0001.

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In the post-Reformation controversy over the roles of Scripture and tradition, many theologians misread the Council of Trent as if it had taught that Scripture and tradition are two ‘materially’ separate and equally valid ‘sources’ (plural) of revelation. But Trent reserved the term ‘source’ for the ‘Gospel’, or one revealed message of salvation in Christ. When a personal (rather than a propositional) view of revelation as primary emerged, along with a recognition of the mutual dependence of Scripture and tradition, the stage was set for an ecumenical convergence on tradition. This substantial convergence appeared in a 1963 report of the Faith and Order Commission (of the World Council of Churches) and the teaching of the Second Vatican Council. The common lines of thinking, inspired in part by Yves Congar, Gerhard Ebeling, and Hans-Georg Gadamer, provide a background for discussing tradition today.
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Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Teaching a Clinical Method Adapted to Contemporary Medicine. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0011.

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A truly person-centered curriculum requires important changes to how the clinical method is taught. Medical interviewing demands explicit instruction in how the spoken language works and specific strategies that elevate the status of attentive listening so that this aspect is seen as important as the more mechanical aspects of traditional communication skills training. The term chief complaint is declared outdated and suggestions for its replacement are offered. The medical record is considered an important educational instrument, and recommendations are made so that it is in service of functional assessment and better aligned to a person-centered approach. Modifications to the physical examination, particularly a renewed emphasis on clinical observation, are outlined. The chapter concludes with a discussion of clinical thinking and judgment. A plea is made for inculcating a receptiveness toward a narrative competence within medicine.
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Willett, Walter C. The Role of Nutrition in Integrative Preventive Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190241254.003.0010.

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Until recently, and still today in low-income countries, undernutrition during pregnancy and early childhood was a major cause of mortality. However, in recent decades, noncommunicable diseases account for the majority of premature deaths both in the United States and globally. Although dietary factors have been identified as the most important causes of this, physicians and other healthcare providers are taught little about nutrition in medical school or fellowship training. In conventional medical practice almost no attention is given to knowing what a patient is eating or providing dietary guidance that has the potential to improve dramatically their long-term health. This chapter describes what we know about the elements of a healthy diet and how these elements can be combined into an overall dietary pattern for the prevention of major illness and promotion of well-being. A brief section considers ways that this knowledge can be integrated into preventive healthcare.
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Shaw, Carolyn Martin. Sticks and Scones. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039638.003.0002.

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This chapter examines the Homecraft movement in colonial Zimbabwe and the ways it encouraged women to move beyond the confines of their homes, to join in common cause with non-kin, and to name their desires. Colonial white women who were members of the Federation of Women's Institutes of Southern Rhodesia (FWI) turned to political activism with the founding of Homecraft Clubs for black women. The FWI's systematization of knowledge about home economics was concomitant with the white women's heightened sense of Rhodesian nationalism. As white women taught domesticity and community service to black women, the latter began to assert themselves in the public sphere. The chapter also considers how events such as Kitchen Teas mobilize women's cultural knowledge about who should participate with whom on which occasions in order to bring women together for a celebratory event in honor of a bride. The chapter concludes by describing the decline of Homecraft and suggests that the movement was rife with cruel optimism.
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Book chapters on the topic "Team taught"

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Pearce, Daniel Roy. "Team Teaching and Team Learning: SSM Applied to the Team-Taught Classroom." In Translational Systems Sciences. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6272-9_8.

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Fahs, Breanne, and Milena Bacalja Perianes. "Transnational Engagement: Designing an Ideal Menstrual Health (MH) Curriculum—Stories from the Field." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_35.

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Abstract This transnational exchange captures the diverse voices of those working in the menstrual health field to provide insight on the current state of menstrual education. The discussions in this chapter suggest that menstrual education has moved far beyond the confines of schools, and as such, beyond the limitations of traditional models of a relatively limited, short-term intervention given only to girls in a traditional educational setting. Instead, those working in the field specify that menstruators are taught about menstrual health and menstrual decision-making outside of school, with emphases on health literacy and education through a human-rights or justice-based learning experience. These pieces explore just some of the current integrated approaches to menstrual health that draw upon new technologies, new modes of education, and new kinds of curriculum and learning.
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Karvouniaris, Janet, Hercules Lianos, and David I. Nelson. "Interdisciplinary Team Teaching (ITT) in the ACS Athens American Studies Combo." In Handbook of Research on K-12 Blended and Virtual Learning Through the i²Flex Classroom Model. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7760-8.ch032.

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The “Combo,” as it is popularly known at ACS Athens, is a team-taught American Studies interdisciplinary English and Social Studies course in which students are heterogeneously grouped in a unique blended learning environment. With differentiated instruction, teachers use a wide range of strategies to engage students of all abilities and backgrounds. Over two decades in the making, the integrated team-taught course instructors apply a constructivist approach, inquiry-based learning, collaborative structures, the latest technology, and creative approaches to engage students in the development of 21st century skills. This chapter traces the philosophy behind interdisciplinary team-teaching (ITT) at ACS Athens and its theoretical and research-based underpinnings to provide unique insights into its benefits and challenges. Three units of study are presented to illustrate organic differentiation, innovated blended teaching strategies, and formative and summative assessments in blended and virtual learning environments.
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Berkland, Mara K. "Moving toward Successful Interdisciplinary Integration in Team-Taught Courses: Building Cultural Bridges through Assignments." In Sojourning in Disciplinary Cultures. Utah State University Press, 2019. http://dx.doi.org/10.7330/9781607328032.c005.

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Martínez, Esperanza Marcos, Juan M. Vara Mesa, Verónica A. Bollati, and Marcos López-Sanz. "Applying Coaching Practices to Leadership and Team Management Learning in Computer Science." In Overcoming Challenges in Software Engineering Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch002.

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This chapter summarizes the experience of applying coaching techniques to the teaching of leadership and team management, which is taught as part of the project management course in the Computer Science degree at a large public Spanish university. These skills have, until now, been taught through lectures. However, there are some key strengths or abilities that a good leader or team manager possesses, such as the ability to work well in a team, communication skills, etc., which a student cannot learn in a lecture hall. The authors have therefore decided to change the teaching method to one in which the student is converted into the protagonist and the professor takes on the role of the coach, thus becoming a facilitator for the student´s learning process. The classes were organized in workshops, carried out in seminars outside the usual lecture room, and each workshop was dedicated to a specific skill or ability. In the first session, the students felt disconcerted and a little shy and were reluctant to participate in some of the professor´s proposals. Nevertheless, during the five workshops of which the experience consisted, the students became more participative and were highly contented, and it will therefore be refined and repeated during the next academic year. This chapter provides details of the experience, highlighting the methodology used in each of the workshops, in addition to the conclusions eventually reached and possible improvements that could be made in the future.
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Luna, Paul. "8. Positive typography." In Typography: A Very Short Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780199211296.003.0008.

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What should we keep in mind while designing, and what are the benefits of designing in a multimedia, global era? ‘Positive typography’ explains that the designer needs to listen to, and act for, the reader. It is also essential to recognize that design is always a team activity and it is important that there is communication of design priorities within a team. Typography’s function of organizing our world of incessant information through visual form is as important as it ever was, and fortunately it is much more widely taught, understood, and appreciated now that the tools of typographic production and reproduction are in so many hands.
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Kasoma, Twange. "Ubuntu as a Springboard for Service-Learning." In Advances in Religious and Cultural Studies. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7947-3.ch012.

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Journalism is a team profession. Among its foremost functions to society include “to inform” and “to educate.” On both the team and functions scores, journalism is tailor-made for being taught using Ubuntuism. Its tenets are akin to those of Ubuntuism, described as a philosophy that privileges educating the public, facilitating dialogue and participation in civic life, and eradicating social hierarchy while valuing listening to promote, achieve, and maintain harmony. This chapter therefore elaborates on how Ubuntu served as the pedagogical impetus for a study abroad service-learning course entitled Media and Journalistic Practice in Zambia. The chapter provides insights from the instructor and anecdotes from American students who participated in the program.
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Glover, Kaiama L., and Maja Horn. "Translating Hispaniola to the Digital Realm." In Transnational Hispaniola. University Press of Florida, 2018. http://dx.doi.org/10.5744/florida/9781683400387.003.0013.

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Kaiama Glover and Maja Horn, both professors at Barnard College, developed and implemented a team-taught course that brought Dominican and Haitian studies into dialogue. On the one hand, this experimental course provided a template for bringing Francophone and Spanish-speaking Caribbean histories into conversation. At the same time, teaching Haiti and the Dominican Republic in one class occasioned an opportunity for students to critically assess both nations in the larger context of transnational and diasporic formations. Their methods unite techniques of digital humanities with transnational pedagogy.
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Roach, Steve. "Teaching Software Engineering in a Computer Science Program Using the Affinity Research Group Philosophy." In Software Engineering. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-102-5.ch008.

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This chapter describes a two-semester software engineering course that is taught in a computer science program at the University of Texas at El Paso. The course is distinguished from other courses in that it is based on the Affinity Research Group (ARG) philosophy that focuses on the deliberate development of students’ team, professional and technical skills within a cooperative environment. To address the challenge of having to teach professional and team skills as well as software engineering principles, approaches, techniques, and tools in a capstone course, the authors have defined an approach that uses a continuum of instruction, practice, and application with constructive feedback loops. The authors hope that the readers will benefit from the description of the approach and how ARG components are incorporated into the course.
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Whittington, Claire. "What Have Traditional Teams Taught Us?" In Implementing Virtual Teams. Routledge, 2017. http://dx.doi.org/10.4324/9781315587998-4.

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Conference papers on the topic "Team taught"

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Thomas, AnnMarie Polsenberg, and J. Roxanne Prichard. "Brain-Machine Interfaces: A team-taught seminar bridging disciplines and fostering discussions." In 2008 IEEE Frontiers in Education Conference (FIE). IEEE, 2008. http://dx.doi.org/10.1109/fie.2008.4720405.

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Kelley, Patricia H., and Katherine Bruce. "A TRANSDISCIPLINARY TEAM-TAUGHT COURSE IN PALEONTOLOGY (AND PSYCHOLOGY!) WITH EXTENSIVE LEARNING EXPERIENCES OUTSIDE THE CLASSROOM." In Joint 69th Annual Southeastern / 55th Annual Northeastern GSA Section Meeting - 2020. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020se-342933.

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Kock, Ned, Robert Aiken, David Dalton, David Elesh, Anthony Ranere, and Cheryl Sandas. "Team Teaching an Advanced Computer Fluency Course: A Composite Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2630.

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This paper discusses the observations of six instructors who team-taught an advanced computer fluency course over a period of three years. The course exposed students to complex information technology applications, such as geographic information and molecular design systems, in specific professional domains. One of the main goals of the course was to give students a glimpse at real-world applications of information technology aimed at solving complex problems. In addition to providing personal observations we summarize some of the problems that were encountered and how we addressed them. Also, the result of analyzing some preliminary data is discussed. The goal is to assist other instructors who might be interested in designing/teaching a similar course.
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Jaiswal-Dale, Ameeta, Ernest L. Owens Jr., and Abby Bensen. "Case Study in Project Management: A Vehicle for Business Curriculum Integration." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13081.

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This case can be team-taught to combine the different elements of business education taught by individual faculty within a course in Project Management, as a partial, half credit module within a business curriculum. This case study is written to address the feedback from prospective employers that the fresh recruits are reticent and need a long period of “internship / training/ mentoring” before they are ready to be a part of the company’s internal team. The case depicting a real company undergoing substantial changes provides the students with opportunities to gain the analytical skills developed in the study of various business disciplines, while providing the opportunity for discussion and illustration of real-life scenarios, constraints, and roadblocks. Moreover, students practice team development and process efficiencies. Instructors will teach how marketing, sales, and procurement functions impact the accounting and finance components of the project so the project scope is managed within the resources, schedule, and budget.
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Hurdelbrink, Keith, Bobby Doyle, David Collins, et al. "Enhancing Experiential Learning in Collaborative-Competitive Student Design Teams." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48648.

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Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. In this paper we present a peer-to-peer learning environment for student centered learning to have a more appropriate mix of theory and experience (hands-on activities) to provide a complete experiential learning environment for collaborative-competitive student design teams. A student-taught seminar course on designing an FSAE vehicle is being offered to new members of the team to address issues in collaborative-competitive student design teams, which addresses the concrete experience and active experimentation element of the experiential model, but has deficiencies in the reflective observation and abstract conceptualization elements of the cycle. In this paper we will present the structure of the seminar course and how it tries to support and enhance the experiential learning in the FSAE team.
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Sorensen, Carl D., Robert H. Todd, Spencer P. Magleby, and Alan R. Parkinson. "Re-Engineering Design Education: Design Process and Learning Activities." In ASME 1994 Design Technical Conferences collocated with the ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/detc1994-0031.

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Abstract To achieve superior product and process designs with “typical” engineering students requires careful attention to the design process that is taught and the teaching methods to be followed. The Integrated Product and Process Design (or Capstone) program at BYU has applied both. The Capstone program has been in operation for four years, with over 300 students having been through the program, and over 60 projects sponsored by industry. The design process taught in Capstone starts with a rapid cycle through to preliminary concept selection. The process is then repeated, starting with the development of a functional specification, which is followed by formalized concept generation and selection methods, layout and detailed part design using solid modelers, experimental and analytical methods for answering design questions, simultaneous part and manufacturing process design, prototype, and production sample. This design process includes a high degree of concurrent involvement from each of the disciplines on the project team. Non-traditional teaching methods that have proven useful in the class include the use of an industrial paradigm for the educational experience, the use of faculty coaches to mentor the student teams, the use of projects sponsored by industry with regular feedback from the industrial customer, just-in-time education so that students can see immediate application of what is taught, the use of skits and role-playing to teach interpersonal skills, and specific activities that help in the production of project deliverables. The use of this design process and these teaching methods has led to successful design education. Students, faculty, and industrial customers have all been pleased with the success of the Capstone program in producing superior design engineers.
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Fisher, Cary A. "A Freshman Design-Build-Launch Experience." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81611.

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This paper will describe an “Introduction to Engineering Systems” course taught to ALL freshmen students at the Air Force Academy. Not your normal freshman mechanical engineering course, Engineering 100 (ENGR100) is a web-based, hands-on systems design course where student teams design, analyze, build and fly a rocket-powered, controllable boost-glide “concept demonstrator.” Along the way they learn (in just-in-time fashion) the fundamentals of mechanical, electrical, aeronautical, astronautical, civil and environmental engineering. The course begins with a one-lesson design exercise, followed by a discussion of the “Engineering Method” and how it compares to (and differs from) the scientific method. Next, each team is given a Statement of Work (SOW), requiring them “to design, build, and test a concept demonstrator system...to represent the configuration, launch facilities, and mission profile of a Hypersonic Orbital Global Strike System (HOGSS).” The Statement of Work is somewhat daunting to most students, so we help them proceed as engineers do: break the big problem into smaller, more manageable projects. Students learn a bit about ballistics, drag, and the power of an interactive spreadsheet, before building and launching their model rockets on our parade field to verify their predictions. On-line tutorials help them understand the importance of paying attention to balsa wood grain alignment prior to glider launch day from the field house balcony. They see the importance of servo arm and control rod placement for best mechanical advantage using in-class models and videos. They verify the stability and control of their boost glider design, both on the spreadsheet and in our “homemade” wind tunnel. On launch day they experience the thrill of victory as well as the opportunity for redesign! Each lesson is peppered with both instructional and motivational videos keyed to the daily reading assignment. Class time is used for additional demonstrations, team meetings, reinforcement of the more challenging concepts, and plenty of lab design-build-test-redesign opportunities. Student teams document their progress in a structured “Team Binder,” and present their results in several formal briefings. This course has been taught to over 3000 students the past six semesters with impressive results, validated by various imbedded assessment methods.
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Mauer, Georg F. "Mobile Robot Design in an Introductory Engineering Course." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42270.

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The course ‘Introduction to Engineering Design’ is aimed at freshmen students entering Mechanical and Aerospace engineering. The course was restructured from its previous 3-credit lecture format to a 2 credit lecture coupled with a new 1 credit design laboratory. The laboratory project aims at giving the students experience in professional design, engineering practice, and teamwork. While the lecture presents an overview of the engineering profession and its practices, small student teams conduct a structured hands-on design project in the lab. The team assignment is the design, programming, and testing of autonomous mobile ‘Sumo’ robots. Each team develops and builds an autonomous robot, which will compete against the other teams’ robots at the end of the semester. Students find the robot project highly motivating and spend voluntarily several afternoons weekly working in the lab. Student enrollment has increased more than five-fold since course inception six years ago. The course is also being taught regularly to seniors at local high schools through distance education, further broadening the pool of future engineering students. The paper describes the lab course structure, organization, and student learning outcomes.
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Rice, Janet M., Robert H. Allen, and Artin A. Shoukas. "Longitudinal Design Teams: Students Teaching Students." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/ied-21208.

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Abstract We report on the characteristics of our year-long Longitudinal Design Team (LDT) courses, which have been taught since Fall 1998. Our main goal in these courses is to have teams of undergraduates at all educational levels work together solving problems that involve design in biomedical engineering. Consisting of about ten students, each team is composed mostly of freshmen, who, with the help of upperclassmen mentors and an upperclassman Team Leader, are able to use the knowledge they have gained in their introductory courses and from their life experiences and apply it to biomedical engineering problems. In the Fall semester, teams work on one or two projects, where they design, perform, measure and apply principles of physics to develop an understanding of a bio-mechanical event. In the spring, teams work on individual design projects proposed by “customers.” Faculty mentors interact with the team leaders and they decide how to proceed with their respective projects. Because the course is open to all educational levels, freshman students often reregister for the course as more upper level students. In addition to a learning environment, the design team is also a place for underclassmen to develop relationships with upperclassmen and vice versa. These relationships have proved particularly useful to the freshmen in choosing their courses, as well as in deciding summer and research plans. The upperclassmen are also learning how the knowledge they have gained in their coursework applies to solving practical problems. Although only in operation for three years, others perceive tangible results as well. In particular, the majority of customers are satisfied with the prototypes they receive. These preliminary results indicate that this unique program helps our students become acclimated to our curriculum and in preparing them for their profession.
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Zable, Jack, and Derek Reamon. "An Innovative Approach to Creating, Developing, and Delivering a New Course Entitled Global Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41109.

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In 2005, the Industry Advisory Council (IAC) of the Mechanical Engineering Department at the University of Colorado-Boulder (CU) began a discussion about the subject of outsourcing engineering offshore and the possibility of teaching a course to prepare mechanical engineering students for this environment. This in turn, led to the formation of a committee and a series of discussions and recommendations for the content for such a course. The ad-hoc committee comprised of a few IAC members, a few M.E. department design faculty members, and some faculty from the business school. The original course covered the following topics: engineering economics, creating product requirements and specifications, identifying the core competencies of a company, project management, developing a business plan, supply chain logistics/management, intellectual property, understanding cultural and language differences, team dynamics, communication, and creativity. This broad array of subject matter dictated that the course be taught in a non-conventional manner. A team of instructors, comprised of two mechanical engineering professors, two business school professors, three engineers and two businessmen from industry, who are intimately involved with outsourcing, and a patent attorney were assembled to teach different portions of the course. The students also participated in a hands-on outsourcing term project. The class was broken up into ten teams, with each team developing a product in conjunction with a company from India. Each team submitted a set of specifications for a unique product to the offshore company. The company designed the product and produced an approved CAD drawing. After student approval, the company manufactured a prototype of the product, and shipped it to the respective team for analysis. Each team then presented a report on their outsourcing experience, their testing results, and a financial analysis for the product. The class was comprised of mechanical engineering senior and graduate students, with a few students from other engineering disciplines and the business school. Based upon course surveys, this course was very well received by the students and provided an important introduction to business. The semester project proved to be a valuable tool for the students to obtain some direct experience with outsourcing.
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Reports on the topic "Team taught"

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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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