Collaborative Teaching. In classes taught by teams of members of the faculty, teaching credits shall be apportioned among the participating faculty by the Vice President of Academic Affairs. However, this provision does not imply that members of the faculty should not continue to contribute to their colleagues' classes other than on a credit hour basis. The faculty at the University recognizes the fruitfulness of the interchange of ideas accomplished by guest appearances in the classes of each other and intends to extend these professional courtesies as in the past.
Collaborative Teaching. Two or more faculty members who share responsibility for teaching the same section of a course (team teaching) or cooperate in the teaching of a cluster of linked or coordinated courses (learning community). They engage in joint planning, agree on the expected outcomes for the course or cluster of courses, and have equal responsibility for delivery of instruction and assessment of student learning.
Collaborative Teaching. 1. Definition. Collaborative teaching methods include, but are not limited to, interdisciplinary teaching, team teaching, or learning communities. A learning community is defined as two or more courses that are linked and taught by different faculty members.
Collaborative Teaching. This option is a two teacher experience in which teachers work together to enrich the curriculum through team teaching.
Collaborative Teaching. 3 hrs. This course provides research and application of collaborative strategies to ensure effective teaching for students with special needs. Emphasis is placed on collaboration with school personnel, family, community, and other service providers. Strategies for communication, consultation, and coteaching along with compliance with individualized education plans are addresses. Includes a clinical component. 532. HISTORICAL PERSPECTIVES AND CASE LAW IN SPECIAL EDUCATION - 3 hrs. Students will engage in review current case law, updated special education policy, implications of NCLB on IDEA, and the differences between IDEA and ADA for students with disabilities in early childhood, elementary, secondary, and post- secondary settings. 541. CHARACTERISTICS OF STUDENTS WITH HIGH INCIDENCE DISABILITIES – 3 hrs. This course provides advanced study of foundations of special education and the characteristics and diagnosis of students with high incidence disabilities. Emphasis is placed on federal legislations, etiology, historical, legal, social, educational, vocational, and familial impact of the disability.
