Upcoming Innovative Pedagogy in Co-Designing and Co-Teaching Interdisciplinary Courses
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Abstract
This reflective essay details the experience of six PhD candidates who joined together to co-design and co-teach an interdisciplinary course on the Wicked Problem of Climate Change, chronicling the process and pedagogical decisions made by this team. As the inaugural project out of the newly created [Incubator] at the University of [x], these six instructors, along with two educational developers, designed a flipped classroom experience for upper-year undergraduate students to explore the interdisciplinary complexity of tackling climate change. The approach the instructors took to co-designing and co-teaching, the challenges and successes experienced, and recommendations for other instructors who endeavour to engage in a similar process are all shared. Notably, the experience fostered a fully collaborative approach to co-design and co-teaching that resulted in an enriching professional development opportunity for the instructors as they transition from PhD studies to their academic careers.
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