Collaborative Teaching and Learning

Abstract

Abstract Based on pedagogical theory, this article describes how collaborative teaching was used in six first year undergraduate communication disorders classes in order to promote critical and self-reflective thinking. Junior level teaching faculty incorporated KASA standards and project-based learning that focused on diversity and research into cross-course projects over two semesters. The projects required collaborative work among students and among faculty. As a result, collaboration at both the instructor and student level contributed to the learning process and facilitated student construction of knowledge.