A comparison of co-teaching models in large-scale introductory physics courses

TL;DRAbstract

Co-teaching has been suggested as a method for dissemination of evidence-based teaching strategies [1] and offers potential benefits for both students and faculty. Students benefit from a variety of teaching perspectives and expertise [2] while faculty benefit from participating in an extended professional development opportunity. We report on two co-teaching arrangements, both involving non-PER (Physics Education Research) mid-career faculty being paired with PER faculty. Data was collected using a variety of methods, including in-class observations of instructor behaviours and student engagement, student surveys and diagnostic tests, and pre- and post-semester interviews with the faculty involved. The two arrangements adopted different co-teaching models. In the first, the instructors took a blocked approach to splitting class facilitation duties: One instructor was primarily responsible for facilitation in the first half of the semester, while the other was primarily responsible for

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