Teaching and Learning Together: Understanding Faculty Motivation to Interdisciplinary Course Cocreation as a Response to a Global Pandemic

References

• Anacona, D. 2011. “Sensemaking Framing and Acting in the Unknown.” In The Handbook for Teaching Leadership, edited by S. Snook, N. Nobria, and R. Khurana, 3–19. Thousand Oaks, CA: Sage.
   Google Scholar
• Beck, Angela. 2006. “Adventures in Team Teaching: Integrating Communications into an Engineering Curriculum.” Urbana 34 (1):59–69.
   Google Scholar
• Benjamin, Joan. 2000. “The Scholarship of Teaching in Teams: What Does It Look like in Practice?” Higher Education Research & Development 19 (2):191–204.
   Google Scholar
• Bess, James L. 2000. Teaching Alone. Teaching Together: Transforming the Structure of Teams for Teaching. San Francisco: Wiley.
   Google Scholar
• Biswas, Shampa. 2020. “Lessons on a Course on the Pandemic.” Inside Higher Ed., July. https://www.insidehighered.com/views/2020/07/01/college-course-pandemic-offers-lessons-value-liberal-arts-education-opinion.
   Google Scholar
• Bresler, Liora. 2002. “Out of the Trenches: The Joys (and Risks) of Cross-Disciplinary Collaborations.” Bulletin of the Council for Research in Music Education 152:17–39.
   Google Scholar
• Bouchrika, I. 2021. “The Andragogy Approach: Knowles’ Adult Learning Theory Principles.” Research.com. https://research.com/education/the-andragogy-approach.
   Google Scholar
• Cilesiz, Sebnem. 2009. “Educational Computer Use in Leisure Contexts: A Phenomenological Study of Adolescents’ Experiences at Internet Cafés.” American Educational Research Journal 46 (1):232–74.
   Web of Science ®Google Scholar
• Colbeck, Carol, Alberto Cabrera, and Robert Marine. 2001. “Assessing Overall Competence of Faculty: EC Criterion 5.” In 2001 Annual Conference: 6–210.
   Google Scholar
• Creswell, John W., William E. Hanson, Vicki L. Clark Plano, and Alejandro Morales. 2007. “Qualitative Research Designs.” The Counseling Psychologist 35 (2):236–64. doi: 10.1177/0011000006287390.
   Web of Science ®Google Scholar
• Daumiller, Martin, Robert Stupnisky, and Stefan Janke. 2020. “Motivation of Higher Education Faculty: Theoretical Approaches, Empirical Evidence, and Future Directions.” International Journal of Educational Research 99:1–13. doi: 10.1016/j.ijer.2019.101502.
   Web of Science ®Google Scholar
• De Gagne, Jennie C., and Kelley J. Walters. 2010. “The Lived Experience of Online Educators: Hermeneutic Phenomenology.” Journal of Online Learning and Teaching/MERLOT 6 (2):357–66.
   Google Scholar
• Depauw University. 2020. “Ethics and Pandemics: Free Course.” https://www.depauw.edu/admission-aid/admitted-students/covid19course/.
   Google Scholar
• Dugan, Kimberly, and Margaret Letterman. 2008. “Student Appraisals of Collaborative Teaching.” College Teaching 56 (1):11–5.
   Google Scholar
• Eisen, Mary-Jane, and Elizabeth J. Tisdell. 2000. Team Teaching and Learning in Adult Education: New Directions for Adult and Continuing Education, Number 87. San Francisco: Wiley.
   Google Scholar
• Feldman, Kenneth A., and Michael B. Paulsen. 1999. “Faculty Motivation: The Role of a Supportive Teaching Culture.” New Directions for Teaching and Learning  78:71–8. https://eric.ed.gov/?id=EJ588120.
   Google Scholar
• Gentry, James W. 1990. “What is Experiential Learning.” Guide to Business Gaming and Experiential Learning 9:20.
   Google Scholar
• Henscheid, Jean, Michael O’Rourke, and Gary Williams. 2009. “Embedding the Humanities in Cross-Disciplinary General Education Courses.” The Journal of General Education 58 (4):279–95.
   Google Scholar
• Hubball, Harry, John Collins, and Daniel Pratt. 2005. “Enhancing Reflective Teaching Practices: Implications for Faculty Development Programs.” Canadian Journal of Higher Education 35 (3):57–81.
   Google Scholar
• Husserl, Edmund. 2012. Ideas: General Introduction to Pure Phenomenology. United Kingdom: Routledge.
   Google Scholar
• Johnson, David W., Roger T. Johnson, and Karl A. Smith. 2014. “Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.” Journal on Excellence in University Teaching 25 (4):1–26.
   Google Scholar
• Kang, Haijun. 2012. “Training Online Faculty: A Phenomenology Study.” International Journal on E-Learning 11 (4):391–406.
   Google Scholar
• Knights, Susan, and Jane Sampson. 1995. “Reflection in the Context of Team‐Teaching.” Studies in Continuing Education 17 (1-2):58–69. doi: 10.1080/0158037950170106.
   Google Scholar
• Kolb, D., R. Boyatzis, and M. Charalampos. 2011. “Experiential Learning Theory: Previous Research and New Directions.” In Perspectives on Cognitive, Learning, and Thinking Styles, edited by R. Sternberg and L. Zhang, 227–48. New York: Routledge.
   Google Scholar
• Kvale, Steinar. 1994. “InterViews: An Introduction to Qualitative Research Interviewing,” 326. https://psycnet.apa.org/fulltext/1996-97829-000.pdf.
   Google Scholar
• Laster, Nicole M., and Travis L. Russ. 2010. “Looking across the Divide: Analyzing Cross-Disciplinary Approaches for Teaching Business Communication.” Business Communication Quarterly 73 (3):248–64.
   Google Scholar
• Leathem, Thomas, Christina Hillesheim, Aressa Coley, and Shane McGregor. 2019. “Student and Teacher Perspectives on a Multi-Disciplinary Collaborative Pedagogy in Architecture and Construction.” Higher Education, Skills and Work-Based Learning 39 (January):88.
   Google Scholar
• Lee, June. 2001. “Instructional Support for Distance Education and Faculty Motivation, Commitment, Satisfaction.” British Journal of Educational Technology: Journal of the Council for Educational Technology 32 (2):153–60.
   Web of Science ®Google Scholar
• Letterman, Margaret R., and Kimberly B. Dugan. 2004. “Team Teaching a Cross-Disciplinary Honors Course: Preparation and Development.” College Teaching 52 (2):76–9.
   Google Scholar
• Machemer, Patricia L., and Pat Crawford. 2007. “Student Perceptions of Active Learning in a Large Cross-Disciplinary Classroom.” Active Learning in Higher Education 8 (1):9–30.
   Google Scholar
• Maitlis, Sally, and Scott Sonenshein. 2010. “Sensemaking in Crisis and Change: Inspiration and Insights from Weick (1988).” The Journal of Management Studies 47 (3):551–80.
   Web of Science ®Google Scholar
• Matusovich, Holly M., Marie C. Paretti, Lisa D. McNair, and Cory Hixson. 2014. “Faculty Motivation: A Gateway to Transforming Engineering Education.” Journal of Engineering Education 103 (2):302–30.
   Web of Science ®Google Scholar
• Minett-Smith, Catherine, and Carole L. Davis. 2020. “Widening the Discourse on Team-Teaching in Higher Education.” Teaching in Higher Education 25 (5):579–94.
   Web of Science ®Google Scholar
• Northeastern University. 2020. “Professors Sari Altschuler and Elizabeth Maddock Dillon Compile Crowd-Sourced Humanities COVID-19 Syllabus.” April 9. https://cssh.northeastern.edu/english/2020/04/09/professors-sari-altschuler-and-elizabeth-maddock-dillon-compile-crowd-sourced-humanities-covid-19-syllabus/.
   Google Scholar
• Oberlin College. 2020. “Uncovering COVID-19: Critical Liberal Arts Perspectives (2020).” March 26. https://www.oberlin.edu/admissions-and-aid/for-accepted-students/virtual-visits/covid-19-course.
   Google Scholar
• Rosenstein, Alvin, Catherine Sweeney, and Rakesh Gupta. 2012. “Cross-Disciplinary Faculty Perspectives on Experiential Learning.” Contemporary Issues in Education Research (CIER) 5 (3):139–44.
   Google Scholar
• Salifu, Inusah. 2021. “Exploring Coteaching as a Trend in Higher Education.” College Teaching 69 (3):150–60.
   Google Scholar
• Schwandt, David R. 2005. “When Managers Become Philosophers: Integrating Learning with Sensemaking.” Academy of Management Learning & Education 4 (2):176–92.
   Web of Science ®Google Scholar
• Shibley, Ivan A. 2006. “Interdisciplinary Team Teaching: Negotiating Pedagogical Differences.” College Teaching 54 (3):271–4. doi: 10.3200/ctch.54.3.271-274.
   Google Scholar
• Smith, B. L. 1994. “Team-Teaching Methods.” In Handbook of College Teaching: Theory and Applications, edited by R. Mclaran Sawyer and K. W. Prichard. Westport, CT: Greenwood Press.
   Google Scholar
• Spelt, Elisabeth J. H., Harm J. A. Biemans, Hilde Tobi, Pieternel A. Luning, and Martin Mulder. 2009. “Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review.” Educational Psychology Review 21 (4):365.
   Web of Science ®Google Scholar
• Trigwell, Keith. 2005. “Teaching-Research Relations, Cross-Disciplinary Collegiality and Student Learning.” Higher Education 49 (3):235–54.
   Web of Science ®Google Scholar
• University of Georgia. 2020. “Ask Me Anything - May 2020 - Alumni, Donors & Friends - University of Georgia.” May. https://gail.uga.edu/events/aa/ask-me-anything-may-2020.
   Google Scholar
• Van Manen, M. 1990. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. Albany: State University of New York Press.
   Google Scholar
• Wabash College. 2020. “Free Course Offered to Admitted Students.” April 17. https://www.wabash.edu/news/displaystory.cfm?news_ID=11582.
   Google Scholar
• Weick, Karl E. 1995. Sensemaking in Organizations. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Wurdinger, Scott D, and Julie A. Carlson. 2009. Teaching for Experiential Learning: Five Approaches That Work. Lanham, MD: R&L Education.
   Google Scholar