Abstract
This qualitative study is a mentoring and co-teaching case study of a fashion merchandising course. It seeks to understand the impact of cross-disciplinary coteaching on student learning and instructor training by utilizing the Collaborative Responsive Educational Mentoring Model (CREMM). The course documented in the study was taught as a cross-disciplinary effort to incorporate career, business, technical, cultural, and theoretical information. It was found that a formalized mentoring program, coupled with a co-teaching experience involving a professor and a graduate student in Family and Consumer Sciences (FACS) can effectively enhance educational learning outcomes. The study exemplifies how educators in FACS may benefit from utilizing CREMM to structure cross-disciplinary courses, manage time, and apply different teaching methods to best serve student needs.
Recommended Citation
Davis-Bundrage, M.,
&
Medvedev, K.
(2016). Teacher Training and Student Learning Outcomes in Family and Consumer Sciences: A Mentoring and Co-teaching Case Study.
Journal of Human Sciences and Extension, 4(1), 3.
DOI: https://doi.org/10.54718/DRTE9615
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