There are numerous reasons why a faculty member might take over a course from a colleague mid-semester.  In some cases, there might be medical issues, personal emergencies, or professional changes that arise. Most commonly, however, these transitions are planned ahead of time– where one faculty member is contracted to teach the first 7 weeks of a semester before going on vacation (we’ll refer to this faculty member as 7A), and then another (7B) takes over the course after student success week. If you haven’t been through this process before, you may wonder about the logistics of such a transition and how to promote a smooth experience for students. This hub post will outline some best practices for both 7A and 7B instructors to consider. 

Before the Course Begins 

If you know you’ll be teaching the first or second half of a course in the coming semester, make sure you familiarize yourself with the basic materials (course outline; Instructional plan; the econestoga course shell etc.) when they become available to you. If possible, try to connect with the faculty member teaching the course with you about their visions for, and past experiences teaching the course to make sure you’re both on the same page and understand the evaluation expectations and key dates etc. Your Chair can assist in making this connection, if necessary.

During the Semester  

If a scheduled faculty transition is occurring mid-semester because of staggered vacation dates, there is no obligation or expectation for you to be checking email, the course shell, or to be involved in course related discussions while away from the college.  

Tips for 7A Faculty Members 

If you are the faculty member teaching the first half of the course, please keep track of notable things that transpire that you’d like your colleague to be aware of. For example, maybe you remark that students really love opening class each week with a multiple-choice MentiMeter review quiz; or that your students seem particularly engaged when you share a provocative quote or rhetorical question on the board for them to discuss. On the other hand, perhaps students really struggled to understand a certain concept or to achieve specific unit learning outcomes and so you spent more time focusing on these things during class than initially planned.  

Please be sure to take attendance each week and be prepared to share these records with your 7B faculty colleague.

Knowing that cross-over time between instructors may be very limited and that it might be difficult to meet in person or online, one way for the 7A faculty member to communicate these ideas and observations with their 7B colleague is to share them in a module on the course shell titled “Facilitator’s Notes” that is hidden from students. Alternately, the 7A faculty member could also share these details via email with their co-teacher near the end of the first 7 weeks of the course.  

Do be careful when making these notes not to accidentally disclose anything that could violate student privacy. (E.g. do not let your colleague know that you filed academic integrity offences against specific students whose submitted work was problematic; do not tell them that a certain student disclosed personal issues/ life circumstances to you unless this student gives you explicit consent in writing to share with the incoming faculty member as well).  

Please make sure that any special assignment arrangements you may make with students (e.g. allowing for a late submission without penalty due to extenuating circumstances; a slight modification to a class assignment etc.) do not extend beyond your own teaching weeks. 7B faculty may have different parameters than you and shouldn’t be expected to uphold special arrangements you created for students.  

If an evaluated assessment is due at or near the end of week 7, it is the responsibility of the 7A faculty member to complete the grading. For example, if a submission deadline is a Friday evening just before Student Success Week, and that faculty’s teaching time ends before week 8, they are still obliged to complete the grading of this test/assignment. It is best for students if the faculty member who has helped scaffold the lead-up to this evaluation, and who has reviewed instructions and the rubric with students in class, is the one evaluating this work. 

Tips for 7B Faculty Members 

Prior to your first class meeting, be sure that you’ve reviewed any student accommodations for the course.  

Even though you’ll be joining the class halfway through the semester, and certain expectations will have already been established, it’s advisable for you to do a re-set during your first week of teaching. Students need to get to know you and your personal teaching style and other parameters you may have. It will likely be beneficial if you approach the start of your first class as if it’s the first week of the semester.   

You might also ask if students have already created a classroom community agreement. If so, you can request that everyone reflect as a team to see what has been working/ may need to be added. You are also welcome to include your own suggestions highlighting what you need as Instructor moving forward. Gray et al. (2022) emphasize the importance of clear communication about expectations and organization of course materials when courses are co-taught as it can help reduce anxiety among students and ensures that everyone is on the same page. 

It can be beneficial to involve students in the transition in specific ways. For example, you may want to ask them what’s been working well for them from week 1-7, and what their hopes are for the course for the remainder of the semester.  Some of their answers may surprise you, and you can take these things into account and adapt accordingly when planning lessons. Gray et al. (2022) also stress that instructor flexibility is identified as a key factor in student success during a teaching transition. 

You’ll likely want to take a look at the grades students have acquired from weeks 1-7 to see who in the class may benefit from additional support.    

Conclusion 

Taking or handing over a course mid-semester can feel like a delicate task, but if the above considerations and practices are put into place, the process can be managed effectively. By understanding the context, communicating clearly with your co-teacher and students and allowing for flexibility, you can help ensure a smooth transition and provide a positive learning experience for students. Strotmann et al., (2021) also remind us that sharing a course with a fellow faculty member can have benefits for both teachers and students.  Co-teaching can promote professional development by enabling colleagues to collaborate, share methodologies, and innovate while supporting and learning from one another. Students have also been shown to benefit from exposure to diverse teaching styles and perspectives, which can enhance their learning experience and provide a more comprehensive understanding of subjects. If you need any additional support through this transition, you can always reach out to Teaching and Learning to set up one-on-one consults about your specific situation. Please email teachingandlearning@conestogac.on.ca  

References:  

Gray, D. M., Bond, J. T., Wicks, J. M., & Hicks, N. (2022). Preparing for the unexpected in a COVID-19 world: The teaching dilemmas of a mid-semester faculty change. Journal of Higher Education, 93(4), 567-582. https://doi.org/10.1080/00221546.2022.2041234 

Strotmann, B., Buckingham, L. R., López Hernández, A., & Peral Santamaría, A. (2021). Co-teaching in higher education: Best practices. Kircher Network. Retrieved from https://kirchernetwork.org/best_practices/co-teaching-in-higher-education-best-practices/