Abstract
This study scrutinizes the co-teaching model employed in the “Strategic Communication Skills” course at Comillas Pontifical University. Conceived as a collaborative academic-professional partnership, the course aims to harmonize educational approaches from both realms. The benefits are twofold: it augments professional development for instructors and enriches the student learning experience through diverse instruction and multiple viewpoints. Both pedagogical methods and assessment criteria are jointly designed to bridge the academic-professional divide. Key questions of this experience include how industry professionals can assist academics in acclimating students to emerging digital communication needs and how to effectively prepare future graduates for digital work dissemination. The target audience of this workshop are lecturers, policy-makers, heads of study, teaching innovation departments. Main objectives and/or intended learning outcomes are (1) an understanding of the contribution of interdisciplinary co-teaching to preparing students for the workplace and (2) the challenges and affordances of co-teaching for professional communication courses. Activities to be carried out (including with/by the audience). The workshop dynamics are: after a brief interactive introduction to interdisciplinary co-teaching, examples of good practice from the case study will be presented. Participants will then be asked to brainstorm applications of the approach to their own teaching situation, developing a step-by-step plan for implementation, to be shared with other groups by means of a jigsaw activity.
Presenters
Lola Costa GálvezLearning Experiences Designer, Open University of Catalonia (UOC), Spain Birgit Strotmann
Senior Lecturer, Departamento de Traducción e Interpretación y Comunicación Multilingüe, Comillas Pontifical University, Madrid, Spain
Details
Presentation Type
Theme
KEYWORDS
Co-teaching, Teacher collaboration, Professional, Higher education, Practitioner
