Co-Teaching in Higher Education, edited by Daniel Jarvis and Mumbi Kariuki, brings together an international group of educators and scholars to examine the theoretical frameworks and practical experiences relating to co-planning, co-teaching, and co-assessing at the post-secondary level.

Co-teaching practices at the elementary and secondary school levels have been widely documented. This collection explores topics that will enable post-secondary instructors to maximize their courses’ potential including undergraduate projects, graduate level co-teaching, pair and group co-teaching, co-taught single-subject courses, and innovative cross-curricular experiments. Contributors share their insights addressing key factors such as logistics, resources, administrative support, Ministry initiatives, and academic freedom. Jarvis and Kariuki have created an indispensable resource that provides the reader with an informed perspective on the realities of creating and sustaining rich co-teaching experiences at the university level.

Dr. Daniel Jarvis is an associate professor and Chair of Graduate Studies in Education at the Schulich School of Education at Nipissing University in North Bay, Ontario, Canada. Having a background in both mathematics and visual arts, he has enjoyed teaching courses at all three levels of education. His research interests include integrated curricula, instructional technologies, teacher professional learning, and educational leadership.

Daniel H. Jarvis' profile page

Mumbi Kariuki is an associate professor in the Schulich School of Education at Nipissing University

Mumbi Kariuki's profile page

"The authors reflect on the benefits of engaging in dialogic community as a co-teaching practice without underestimating the effort involved, and they set the stage for additional research to be done in the co-teaching area. They also reinforce the realities of administrative support and workload issues. At times the insights gained from the chapters are repetitive, but when linked together and brought into a theory-toco-practice overview at the end there is a wealth of information, research, lived experience and expertise that realistically reinforces key considerations for both faculty and administrators that need attention before moving into interdisciplinary work or co-teaching practice."

<em>Canadian Journal of Higher Education, vol 49</em>