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Direct linkNalini V. Broadbelt; Nevila Jana; Katrina Van Dellen; Kristen Petersen; Martha Gardner; Michelle A. Young – Journal of College Science Teaching, 2024
The faculty at Massachusetts College of Pharmacy and Health Sciences (MCPHS) recognized the potential benefits for collaborative teaching and learning across disciplines. Research and development of an Interprofessional Case Learning Project (ICLP) laid the foundation for the creation and implementation of a problem-based learning course. This…
Descriptors: Problem Based Learning, Health Education, Health Sciences, Team Teaching
Brandon M. Butler; Stephen R. Burgin – Educational Forum, 2024
Co-teaching and an interdisciplinary curriculum are increasingly present in public education, yet teacher candidates often lack appropriate models in teacher preparation coursework. In this article, we used self-study research methods to explore our development and enactment of a co-taught, interdisciplinary instructional unit that spanned two…
Descriptors: Teacher Collaboration, Team Teaching, Interdisciplinary Approach, Integrated Curriculum
Download full textJiayu Ouyang; Fei Feng; Qiong Wang; Mengyuan Hu – Journal of Comparative and International Higher Education, 2024
In 2023, China leads the world in the number of Open Online Courses (OOC, over 64500) and learners (over 1.88 billion). In this article, we provide a brief review of the development of OOCs in China and outline the current situation of Chinese OOC focusing on learning platforms, course size and structure, and micro-credential courses. We also…
Descriptors: Open Education, Electronic Learning, Curriculum Development, Foreign Countries
Tonya Johnson – Journal on Excellence in College Teaching, 2024
Many community college students majoring in education plan to transfer to four-year institutions, but they are hampered when course credits do not transfer. This disproportionately impacts low-income students, contributing to low graduation rates. A New York State community college professor and a four-year college professor collaborated to…
Descriptors: Community College Students, Preservice Teacher Education, College Credits, College Transfer Students
Linda Darling-Hammond; Matt Alexander; Laura E. Hernández – Learning Policy Institute, 2024
Too many students still experience the factory model evident in most U.S. high schools, which were designed to put young people on a conveyor belt and move them from one overloaded teacher to the next, in 45-minute increments, to be stamped with separate, disconnected lessons 7 or 8 times a day. While these factory-model designs may have worked…
Descriptors: High School Students, Educational History, Student Needs, Thinking Skills
