{"id":4380,"date":"2026-03-04T14:56:33","date_gmt":"2026-03-04T14:56:33","guid":{"rendered":"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=4380"},"modified":"2026-03-04T16:43:47","modified_gmt":"2026-03-04T16:43:47","slug":"perspectives-on-team-teaching","status":"publish","type":"post","link":"https:\/\/microsites.ncl.ac.uk\/casestudies\/2026\/03\/04\/perspectives-on-team-teaching\/","title":{"rendered":"Perspectives on Team Teaching"},"content":{"rendered":"<p><span class=\"TextRun SCXW39430597 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW39430597 BCX0\">Sharing module responsibilities in Geography.<\/span><\/span><span class=\"EOP SCXW39430597 BCX0\">\u00a0<\/span><\/p>\n<hr \/>\n<h3><span style=\"color: #003f80\"><strong>Our challenge: resilience<\/strong><\/span><\/h3>\n<p style=\"text-align: left\">Team teaching is now a normal practice in undergraduate teaching in Geography and contributes to the collaborative and open culture in Geography. Dr Adam Badger describes how module responsibilities are shared.<\/p>\n<hr \/>\n<h3><strong><span style=\"color: #003f80\">Our approach<\/span><\/strong><\/h3>\n<p style=\"text-align: left\">In Geography, teaching typically involves lectures plus seminars\/workshops that are supported beyond the classroom via office hours. Normally the teaching is split between 3-4 contributors each delivering a series of linked sessions making up a theme or sub-topic in a module.<\/p>\n<p style=\"text-align: left\">The module leader remains visible to students for key tasks like mid-module feedback or assessment briefings.\u00a0 They are also responsible for the overall Canvas page set up and structure, whilst team members upload their own sessions within this framework.\u00a0 Regarding assessment, large cohorts are team marked (with divisions drawn-up by the module leader) and students are able to speak to their marker; the module leader, or; their personal academic tutor for elaboration on feedback.<\/p>\n<p style=\"text-align: left\">For the UG geography degree, modules are grouped and owned by \u201chubs\u201d that are overseen by hub leads reporting to the Degree Programme Director and Director of Undergraduate Studies. For example, one of the hubs \u201csocial and cultural geography\u201d is responsible for 3 modules on the programme.\u00a0 The hubs draw on colleagues\u2019 expertise to meet the teaching commitments across modules and the module leader is responsible for coordinating and sequencing teaching within the modules.<\/p>\n<hr \/>\n<h3><strong><span style=\"color: #003f80\">The results<\/span><\/strong><\/h3>\n<p>The approach brings a number of benefits:<\/p>\n<ul>\n<li>The hubs own more modules than are offered, making it easier to rest, rotate, or retire modules as needed.<\/li>\n<li>It is easier to induct colleagues who are early in their careers. They can contribute to teaching on modules immediately, and learn more about quality assurance processes and annual rhythms without the pressure of leading modules.<\/li>\n<li>The hub approach makes it easier to establish norms and have consistency across the programme (e.g. regarding the use of Canvas). Students value this consistency.<\/li>\n<li>Colleagues value teaching to their areas of interest and expertise, and students resonate with staff teaching on topics they are most passionate about. Students also express positive feedback for seeing research undertaken by staff being used to form the basis of some teaching activities.<\/li>\n<li>Design decisions are made with &#8220;more thinking at the table&#8221;.<\/li>\n<li>Colleagues have opportunities to reflect on teaching with colleagues and to learn from each other. The connections at module level contribute to openness and collaboration across the teaching team.<\/li>\n<\/ul>\n<hr \/>\n<h3><strong><span style=\"color: #003f80\">Tips for colleagues<\/span><\/strong><\/h3>\n<ul>\n<li>Plan time to discuss and co-ordinate activities, especially to review assessment plans and scaffold this for students. Share teaching\/content plans openly to expose gaps, overlaps and review the progression of concepts. Geography use Module Handbooks to give an overview of teaching content and discussion points \u2013 this acts as a helpful artefact before teaching commences for staff to plan activities and for students to see overall structure of the course and how individual sessions relate to the broader module programme.<\/li>\n<li><span class=\"TextRun SCXW170874807 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW170874807 BCX0\">Module leaders\u00a0<\/span><span class=\"NormalTextRun SCXW170874807 BCX0\">can\u2019t<\/span><span class=\"NormalTextRun SCXW170874807 BCX0\">\u00a0be overly prescriptive and need to be open to\u00a0<\/span><span class=\"NormalTextRun SCXW170874807 BCX0\">new ideas<\/span><\/span><span class=\"EOP SCXW170874807 BCX0\">\u00a0<\/span><\/li>\n<li><span class=\"TextRun SCXW140719126 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW140719126 BCX0\">Don\u2019t<\/span><span class=\"NormalTextRun SCXW140719126 BCX0\">\u00a0feel the need to over-homogenise<\/span><span class=\"NormalTextRun SCXW140719126 BCX0\">\u00a0in terms of personal style of teaching \u2013 variety can be good for students.<\/span><\/span><span class=\"EOP SCXW140719126 BCX0\">\u00a0<\/span><\/li>\n<li><span class=\"NormalTextRun SCXW136995185 BCX0\">Recognise that you will not get the depth of\u00a0<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">relationship with students from teaching a\u00a0<\/span><span class=\"NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW136995185 BCX0\">4 week<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">\u00a0block that you would from a complete module.<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">\u00a0Students will need extra encouragement\u00a0<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">and opportunities\u00a0<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">to\u00a0<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">interact\/<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">ask\u00a0<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">questions<\/span><span class=\"NormalTextRun SCXW136995185 BCX0\">.<\/span><\/li>\n<li><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">Senior colleagues need to be aware that they will need to collaborate with more junior colleagues in content <\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">design<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">\u00a0<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">a<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">nd<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">\u00a0delivery.\u00a0<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">Where a junior colleague is supporting a senior colleague team member in composing and delivering teaching, senior colleagues must treat junior colleagues with respect to their\u00a0<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW142896227 BCX0\"><span class=\"TextRun SCXW142896227 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW142896227 BCX0\">role here.\u00a0<\/span><\/span><\/span><\/li>\n<\/ul>\n<hr \/>\n<h3><strong><span style=\"color: #003f80\">Education for Life Strategy<\/span><\/strong><\/h3>\n<p><span class=\"TrackChangeTextInsertion TrackedChange SCXW226050774 BCX0\"><span class=\"TextRun SCXW226050774 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW226050774 BCX0\">Alongside this, Geography has strong academic tutoring, ensuring students have both long-term, ongoing support and rapport with staff to discuss intellectual and pastoral matters, in addition to exposure to leading experts in specific areas of sub <\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW226050774 BCX0\"><span class=\"TextRun SCXW226050774 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW226050774 BCX0\">disc<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW226050774 BCX0\"><span class=\"TextRun SCXW226050774 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW226050774 BCX0\">iplinary<\/span><\/span><\/span><span class=\"TrackChangeTextInsertion TrackedChange SCXW226050774 BCX0\"><span class=\"TextRun SCXW226050774 BCX0\" lang=\"EN-GB\" xml:lang=\"EN-GB\"><span class=\"NormalTextRun SCXW226050774 BCX0\">\u00a0teaching.<\/span><\/span><\/span><span class=\"EOP SCXW226050774 BCX0\">\u00a0<\/span><\/p>\n<hr \/>\n<h3><strong><span style=\"color: #003f80\">Further resources<\/span><\/strong><\/h3>\n<p><a href=\"https:\/\/www.ncl.ac.uk\/learning-and-teaching\/lec\/teaching-approaches\/team-teaching\/\">Team Teaching<\/a> &#8211; Learning and Teaching Website<\/p>\n<p>Read more about <a href=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=4414\">Geography&#8217;s structured approach in a linked case study from Dr Gareth Powells<\/a>, Director of Undergraduate Studies.<\/p>\n<hr \/>\n<div style=\"border: 1px solid #ccc;padding: 10px;margin-top: 20px\">\n<h3><strong><span style=\"color: #003f80\">Authors<\/span><\/strong><\/h3>\n<table>\n<tbody>\n<tr>\n<td style=\"vertical-align: top;padding-right: 10px\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone wp-image-4423 size-medium\" src=\"http:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/03\/Adam-Badger-300x295.png\" alt=\"\" width=\"300\" height=\"295\" srcset=\"https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/03\/Adam-Badger-300x295.png 300w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/03\/Adam-Badger-768x754.png 768w, https:\/\/microsites.ncl.ac.uk\/casestudies\/files\/2026\/03\/Adam-Badger.png 902w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/td>\n<td style=\"vertical-align: top;text-align: left\"><strong>Adam Badger<\/strong><br \/>\nLecturer in Economic Geography<br \/>\nSchool of Geography, Politics &amp; Sociology<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Adam Badger, Lecturer in Economic Geography, discusses sharing module responsibilities in Geography.<\/p>\n","protected":false},"author":11053,"featured_media":4423,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,636,310],"tags":[611,655],"class_list":["post-4380","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all","category-ep","category-geography-politics-and-sociology","tag-collaboration","tag-team-teaching"],"_links":{"self":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4380","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/users\/11053"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/comments?post=4380"}],"version-history":[{"count":13,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4380\/revisions"}],"predecessor-version":[{"id":4430,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/4380\/revisions\/4430"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media\/4423"}],"wp:attachment":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media?parent=4380"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/categories?post=4380"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/tags?post=4380"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}