An Evaluation of Team-teaching Models in a Media Convergence Curriculum

Abstract

This article evaluates team teaching models of new media convergence curriculum at a small, undergraduate journalism program. In the models, degrees of faculty collaboration vary depending on course level and goal. Students in first-year, basic journalism classes benefited from a lower level of collaboration than those in second-year classes where advanced cross-platform, integrated knowledge, and skills were needed. We suggest that team teaching and teaching media convergence go hand-in-hand; however, a successful program depends on administrative support and the willingness of instructors to collaborate and learn new skills and knowledge across media platforms.