The UNF Environmental Center has as one of its objectives to “assist in developing team teaching and team research on the environment. Some academic administrative responsibilities that Academic Affairs recently “devolved” to the colleges bear on the mechanisms now available for team teaching.

Models for Team Teaching at UNF

1) Two faculty members teach a single, multidisciplinary course.
 

a. Each faculty member is credited one-half of the FTE fraction usually given for a single course as “Credit Generating Activities” and one-half the FTE fraction usually given a single course as “Other Instructional Effort/Non-Credit.” This model is appropriate for team-taught courses in which both instructors are present at all class meetings and frequently participate together in classroom activities.

b. Each faculty member is credited one-half the FTE fraction usually given for a single course as “Credit Generating Activities,” and uses that assignment to fulfill 9-month contract obligations. For example, a faculty member teaching 2 ½ courses one semester and 3 ½ courses the second semester teaches a total of 6 courses/academic year. This model is appropriate for team-taught courses in which only one instructor at a time attends class meetings.
2) Two faculty members teach a cross-listed course.

 


Two courses with different numbers may be scheduled for the same classroom at the same time with two instructors. Such a team-taught course, with two numbers, could be required by different degree programs but would share a single syllabus. This case might help reduce redundancy among UNF course offerings and may serve to meet accreditation requirements. Faculty assignments follow the patterns of the previous model.

 

3) More than two faculty members team-teach.
 


Such courses would generally follow the above models with division of SCH and FTE faculty assignments prorated as appropriate for the number of collaborating faculty members. If the amount of SCH generated is an issue, enrollment caps may be raised or additional sections of the team-taught course may be desirable.

In addition, the linking of courses through a “common boundary” is already occurring at UNF.
4) Common boundary courses.
 
Two or more faculty members collaborate in the presentation of separate courses having different course numbers by coordinating content and exercises to establish connections and continuity between the courses. Students enroll in the courses as a package. The courses are taught at different times so that the same students may attend each.