Introduction to the Teaching Lab
Our Model
The proposed model provides a number of innovations to current faculty development practices. It:
- Uses local input to define the topics to be studied.
- Creates sufficient time for in-depth learning and application of learning in a safe environment.
- Supports application of best practices, assessment of those applications, and refinement of the practices.
- Improves cross-departmental collaboration.
Our Method
Our teaching lab met for two-hour sessions on a biweekly basis, beginning in September 2005 and ending in June 2006. During the first few meetings, we examined the nature of group development and set research objectives for sub-teams using the Jig Saw format. Eventually, we chose several texts for further exploration, and we developed a schedule of topics and techniques we wanted to study for the remaining year. Group members volunteered and were otherwise nominated to present weekly material and collaborative learning techniques (CoLTs). Primary reading and homework came from our core texts: Collaborative Learning Techniques: a Handbook for College Faculty, Johnson, D., Johnson, R, and Smith, K., The Skilled Facilitator, Schwartz, R. and Insights on Leadership, Spears, L., Editor. And as with all harmoniously blended groups, snacks were served.
Our Members
We are a diverse group representing a broad spectrum of Everett Community College's academic departments. Collectively, we have over 270 years of experience as educators with various methods and philosophies of education. Together, we share three important values which have brought us together and were the foundation of our establishing a dynamic, self-challenging, and committed group: 1) We value the collaborative nature of cross-disciplinary conversation, 2) We value our personal development as essential to our effectiveness as educators and believe that there is much we still have to learn, and 3) We highly value, and are grateful for, our leaders- Peg Balachowski and Paul Marshall, without whom this group would not have been birthed.
Lab Coordinators and Primary Facilitators
- Paul Marshall, Co-coordinator of the Teaching and Learning Cooperative
- Peg Balachowski, Mathematics
Group Members and Facilitators
- Mitchell Baird, Computer Lab Coordinator
- Anne Brackett, Chemistry
- Jamie Curtismith, School of Business Design
- Sara Frizelle, eLearning
- Steve Grupp, Geo-science
- Ann Harrington, English
- Kathryn Johnson, English
- Gary Newlin, English
- Bethany Reid, English
- Steve Robinson, Criminal Justice
- Peter Schmidt, Psychology
- Fayla Schwartz, Biology
- Jo-Ann Sickles, Speech
- Patrick Sisneros, Dean of Business and Applied Technology
- Nancy Vandenberg, Nutrition
- Louise Vlasic, Early Childhood Development
- Christine Wilson, Reading/Study Skills
Our Reasons for Joining
In addition to the many personal reasons for joining the Collaborative Learning Teaching Lab, our participation was motivated by a strong desire to enhance our students' education by strengthening our pedagogical techniques and to develop stronger connections with our colleagues.
The Outcomes
Each of us has been stretched, pedagogically and personally. Numerous collaborative learning, facilitation, and 
assessment techniques were discussed and practiced. All of us ended this year with several new tools in our instructional tool box. Early on, group norms and an environment of trust were established. As a result, we have developed new friendships and strengthened existing relationships and created a genuine sense of cross- departmental community. Many of us were reminded of the fear and frustration our students experience when they are asked to work in groups, and in that way we have gained greater empathy. Each of us has become a better educator for the experience.
