The Contemporary emphasis on producing ‘work-ready graduates’ in higher education has led to the widespread adoption of experiential learning programs in modern universities. Scholars have increasingly recognized the benefits of collaborative and interdisciplinary approaches in crafting experiential learning curricula [1], [2]. This poster presents findings and reflections from a team teaching approach in two experiential learning courses at a prominent Australian university. Drawing on interdisciplinary perspectives within a Faculty of Arts, the poster showcases the emergent benefits of designing, co-teaching, and co-assessing an experiential learning course. Insights gleaned from three years of student evaluations underscore the advantages of the team teaching model in the experiential learning setting, emphasizing interdisciplinary learning, critical thinking, student engagement, and pedagogical development. Moreover, findings suggest meaningful benefits for educators where discovery, innovation and professional development arise within team teaching collaborations.

Author: Megan McIntosh

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0016
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada