Teacher Training and Student Learning Outcomes in Family and Consumer Sciences: A Mentoring and Co-teaching Case Study

Author:

Davis-Bundrage Melodie1,Medvedev Katalin1

Affiliation:

1. University of Georgia

Abstract

This qualitative study is a mentoring and co-teaching case study of a fashion merchandising course. It seeks to understand the impact of cross-disciplinary coteaching on student learning and instructor training by utilizing the Collaborative Responsive Educational Mentoring Model (CREMM). The course documented in the study was taught as a cross-disciplinary effort to incorporate career, business, technical, cultural, and theoretical information. It was found that a formalized mentoring program, coupled with a co-teaching experience involving a professor and a graduate student in Family and Consumer Sciences (FACS) can effectively enhance educational learning outcomes. The study exemplifies how educators in FACS may benefit from utilizing CREMM to structure cross-disciplinary courses, manage time, and apply different teaching methods to best serve student needs.

Publisher

Mississippi State University Libraries - DIGITAL COMMONS JOURNALS

Reference32 articles.

1. Bryant-Shanklin, M., & Brumage, N. W. (2011). Collaborative responsive education mentoring: Mentoring for professional development in higher education. Florida Journal of Educational Administration & Policy, 5(1), 42–53.

2. Chanmugam, A., & Gerlach, B. (2013). A co-teaching model for developing future educators’ teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 25(1), 110–117. Retrieved from http://eric.ed.gov/?id=EJ1016491

3. Corbett, F., Jr., & Paquette, K. R. (2011). An investigation of mentorship as perceived by university faculty, teaching associates, and graduate assistants. Education, 132(2), 285–295.

4. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Thousand Oaks, CA: Sage.

5. Devlin-Scherer, R., & Sardone, N. B. (2013). Collaboration as a form of professional development: Improving learning for faculty and students. College Teaching, 61(1), 30–37.

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