Publication Type: Single Paper Format
Abstract: Successful student teaching begins with a collaborative relationship between a Cooperating Teacher and the Teacher Candidate. Participants will receive resources to strengthen this relationship prior to the student teaching experience.

Publication Type: Single Paper Format
Abstract: Using both qualitative and quantitative data, see how co-teaching can be considered to be Best Practice in student teaching.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The paper examines how teaching circles contribute to inter-disciplinary teaching and research; describes the year-long process of conducting an interdisciplinary teaching circle among members from sociology, law, political science, modern languages, and public administration; and reports the short-term and long-term activities to be implemented from the circle efforts.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teaching Strategies presentation, 5:10-5:30 p.m.

The Scholarship of Teaching and Learning (SoTL) is one of two national social movements, whose goal it is to create, evaluate and reward teaching that elicits learning from students in higher education. All scholarship must be public and available for peer review. The products of the SoTL which are most easily available are peer reviewed journal articles, but limiting the definition of SoTL to refereed journal articles does little to encourage good classroom teaching, a major goal of the movement. Good classroom teaching is more likely to be documented in individual teaching portfolios and course portfolios than journal articles. Using portfolios as the means by which the SoTL is documented faces two primary challenges: teaching sociology scholars remain unskilled in the production of portfolios that clearly showcase their intellectual work and few teaching sociology scholars have the skills by which to evaluate these documents as measures of scholarship. This presentation will offer guidelines to be used by sociologists to both create and evaluate the intellectual work of teaching. Documenting the Scholarship of Teaching and Learning goes beyond presenting a snapshot of teaching practices to documenting an inquiry process.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The Texas A&M Colonias Program (TAMCP) is a university-community partnership engaged in community development in rural, unincorporated and irregular settlements called colonias along the Texas-Mexico border. TAMCP works through eighteen (18) Community Resource Centers (CRCs) out of which the program staff partner with local and regional organizations and agencies in developing stronger communities.

Integrated into the TAMCP is what is called the Field-Based Research and Teaching Program (FRTP); its goal is to create borderland teaching opportunities that connect students and faculty with local and regional borderland residents and organizations. To be part of the FRTP, teaching must (a) be community-based (not university-based), (b) engage community residents, students and faculty collaboratively, and (c) produce a clear benefits for the community, in addition to the academic benefits for students and faculty.

The structural platforms for teaching are the CRCs and the communities they serve. The primary teaching pedagogy/process is rooted in the Community-Based Participatory Research (CBPR) philosophy. Several models have been tried. One of the more unusual models is a collaborative university-high school teaching program in which a university and high school faculty jointly teach a seminar with college and high school students working in teams.

This paper will describe (a) the structure and process of the FRTP, (b) the pedagogical philosophy of the FRTP that combines teaching, research and community participation in scholarly teaching, and (b) present a case study to illustrate the scholarly teaching.