Collaborative teaching: Exploring reflective practice to address uncertainty avoidance

In order to promote engineering students' creative practice and self-authorship in undergraduate general education, instructors must first understand the creative process and, second, serve as models to students by engaging in reflective and transparent practice. However, these learning goals require some tolerance for uncertainty, both in students and in co-taught environments. This research addresses uncertainty in teaching and learning environments and explores instructor reflective practice in interdisciplinary, collaborative teaching and its impact on faculty relationships, course design, and student engagement. The work also seeks to strike a balance between flexible course structure and consistency, while fostering dynamic instructor teams to enact and model creativity for students.