In the present document the effectiveness of a student team teaching technique is evaluated in comparison with the lecture method. The team teaching technique, previously used for upper division and graduate physics courses, was, for this study, used in a sophomore physics, electricity and magnetism course for engineers, mathematicians, chemists,…

Describes the rationale and effectiveness of a course that introduces students to the necessity and advantages of cooperation between public relations and advertising people. (RL)

Discusses the benefits of a team-teaching approach in sports news writing classes that maintains a broad journalistic perspective while improving specific skills for reporting in either print or electronic media. (RL)

This paper describes an effort to coordinate teaching in two college classes--an Introduction to Sociology class and a Writing II class--to focus on issues of entitlement, such as race, ethnicity, class, gender, and sexuality. The tandem effort was designed to encourage students to explore the subjects more deeply than would have been likely in…

Compares two methods of laboratory instruction: an instructor-led conventional lecture-discussion approach and an experimental team learning approach. Subjects were assigned to groups of four or five in experimental classes. Students in control classes worked individually. While differences in group means did occur, results were not significant.…

Describes a psychology course on the college level which provided an interdisciplinary academic experience for students, a public forum for the community, and an opportunity for the five-person psychology department to team-teach a topic of shared interest. (DB)

Discusses a course in the literature of technology, team-taught by the English and engineering departments, which emphasizes the "two-culture" phenomenon (science vs. the arts). (MLH)

Experienced teachers enrolled in an educational technology certificate course at the Universiti Sains Malaysia took charge of classroom instruction while the teacher managed the instructional process. Postcourse evaluations indicated that the 64 teacher/students preferred learner-centered and collaborative teaching and that it helped them learn…

Examines a course team who have joint responsibility in the design of student learning as they reflect on their professional learning, focusing on professional development as a course team rather than staff development for individual teachers. Highlights a strategy for linking professional development activities to course teams for a more…

Discusses Rutgers University's departmentally based "Gateway" retention program for underprepared students. Explains that, in "Gateway Sociology 101," students learn sociology in extraordinarily positive conditions. Reports that instructors pursue expanded goals, offer extra classroom time, monitor attendance, teach in teams,…

The Interprofessional Commission of Ohio is a partnership of eight state professional associations, six professional schools and colleges at Ohio State University, and three theological schools. Focus is on ethical issues common to the helping professions, changing societal values and the professions, and training in intercollaborative skills. The…

Describes how a school of education piloted an interdepartmental team teaching effort that merged two courses, including conflicts, classroom dynamics, face-to-face collaboration, time commitments, and differences in personality and teaching approach. (SK)

Details the development of a collaborative interuniversity virtual classroom, including differences in teacher/learner and learner/learner dynamics, issues related to computer-mediated communication, and advantages of the virtual classroom. Notes that it requires high levels of self-organization, initiative, and ability to develop productive…

A college teacher explains how she and her students organized and taught humanistic psychology in a humanistic fashion. An evaluation of the course is also provided. (Author/RM)