The Responsibility of Modeling Collaboration in the University Education Classroom

Abstract

Teaming and collaboration between professionals of different disciplines has become more and more the norm in education from pre-kindergarten through high school (Friend & Cook, 1996). The benefits to students, parents, teachers and administrators include diversity of expertise, more participation by all sectors, and increased successful outcomes (Villa & Thousand, 1995; AAHE, 1996). In higher education, there is already a long tradition of faculty collaboration in conducting research and disseminating research results. Faculty already seem to feel comfortable with the collaborative process in that realm. Although some team-teaching is being done in higher education (Davis, 1995; Robinson & Schaible, 1995), the norm remains a single instructor per course taught. However, those who have team taught espouse the many benefits of collaboration (Davis, 1995; Robinson & Schaible, 1995). But even more important than the benefits to individual faculty are the responsibilities of the University for role modeling for students.