The Apprentice Instructor Model: An Integrated Approach to Course Coordination and Professional Development

Course coordinators are well-positioned to effect change in high-enrollment intro- ductory STEM courses because of their influence over both the educational and professional de- velopment experiences of their students and instructor team members respectively. This article introduces the Apprentice Instruction Model as a specific model for course coordination that inte- grates two common orientations to the role of course coordinator (namely, resource-management and humanistic-growth) and amplifies their potential to act as providers of professional develop- ment to the members of their teaching team. After describing the model conceptually, the author shares their experience in using it to implement Team-Based Inquiry Learning in a multi-section Linear Algebra course with a teaching team of graduate students and postdocs, highlighting critical moments in their mentorship of Apprentice Instructors. This experience illustrates the potential for the Apprentice Instructor Model to scale active learning pedagogies to high enrollment courses while simultaneously providing novice instructors critical experience in using active learning early in their teaching.