Debs, L., & Hubbard, B. J. (2020, June), Faculty Experience in Team Teaching in Construction Management Higher Education  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34661

\bibitem{asee_peer_34661}
  Debs, L., \& Hubbard, B. J. (2020, June), \emph{Faculty Experience in Team Teaching in Construction Management Higher Education}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34661

Luciana Debs and Bryan John Hubbard P.E..  "Faculty Experience in Team Teaching in Construction Management Higher Education".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/34661 Internet.  08 Jun, 2024

\bibitem{asee_peer_34661}
  Luciana Debs and Bryan John Hubbard P.E..
  "Faculty Experience in Team Teaching in Construction Management Higher Education".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/34661 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_34661
author = "Luciana Debs and Bryan John Hubbard P.E."
title = "Faculty Experience in Team Teaching in Construction Management Higher Education"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/34661}
number = {10.18260/1-2--34661}
}

TY  - CPAPER
AB  - Effective collaboration is one of the expected student learning objectives in construction higher education. This reflects the need for construction professionals to deal with a diverse group of professionals in architecture, engineering and construction. Previous research has validated this need from an industry perspective and construction programs are aware of the need to train our students to be effective collaborators. However, despite encouraging students to work in teams, faculty rarely teach in teams in construction higher-education. Faculty collaboration may occur in research endeavors, but team-teaching is not often employed on a large scale in very high-research activity institutions or other large higher education institutions. The present exploratory paper adds to the previous team-teaching literature in construction higher-education by providing reflections and lessons learned from two faculty from the School of Construction Management Technology of Purdue University, who have team-taught two courses and two modules focusing on design and construction integration topics during Fall 2019. Previous studies focused on team teaching of one module or one course, so the authors provide a unique point of view by sharing experiences of teaching team across multiple courses within one semester. The paper uses a phenomenology approach focusing on faculty experiences, rather than students’ perceptions. The rationale for this choice was because despite the benefits of team-teaching being known and highlighted by previous literature, in most cases the driving factor for it to be used is the willingness of faculty to collaborate. The results from this paper overlap greatly with previous research in team-teaching in higher-education, but also adds specific information into the logistics and organization of having multiple team-taught courses in one semester. This paper can be used by construction program administrators and instructors considering team teaching in their courses.
AU  - Luciana Debs
AU  - Bryan John Hubbard P.E.
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Faculty Experience in Team Teaching in Construction Management Higher Education
UR  - https://strategy.asee.org/34661
DO  - 10.18260/1-2--34661
ER  -