Chapter 14- Designing Curriculum Collaboratively: A Practice for Learning Alongside Undergraduate Teaching Assistants During Uncertain Times

Authors

Jessica Rivera-Mueller, Utah State UniversityFollow
Kresten Erickson, Utah State UniversityFollow

Document Type

Chapter

Editor

Travis N. Thurston, Kacy Lundstrom, and Christopher González

Publisher

Utah State University

Publication Date

6-7-2021

First Page

260

Last Page

271

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The transition to remote learning during the Spring 2020 semester was abrupt for faculty and students, and it did not allow much time for reflection or purposeful planning, especially as individuals were faced with managing multiple aspects of their lives. Educators had to consider quickly what learning experiences and teaching practices could be preserved or revised, as well as what learning activities could or should be removed. These choices were not easy to make. During this challenging moment, however, we discovered how collaborative partnerships between faculty and undergraduate teaching assistants (UTAs) can contribute to the development of a flexible and responsive pedagogy, as well as professional learning for the faculty member and UTA.

Comments

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Recommended Citation

Rivera-Mueller, J., & Erickson, K. (2021). Designing curriculum collaboratively: A practice for learning alongside undergraduate teaching assistants during uncertain times. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 260-271). Utah State University. https://doi.org/10.26079/a516-fb24.