This article describes a co-taught course that mobilized a Design Thinking approach in the service of creating a prototype for an actual girls' boarding school in Kenya. The goal of the class was to allow students to engage collaboratively with faculty, with their peers, and with experts "on the ground" to develop the various parts of…

For The past two years, Siena College and Loyola International College for Diversity and Sustainability (LCDS), formerly Loyola International College, have jointly taught a comparative Canadian/ U.S. history class. Concordia University, an English language university, has more than 46,000 students and offers 433 undergraduate and graduate…

In this team teaching effort, the psychology teachers planned the course together, prepared the exams together, and most important, when one instructor was lecturing, the other attended the class acting as an observer-participant. (RM)

Describes a graduate-level seminar involving professors and students at Indiana University and Michigan State University in a joint distant-education venture. Discusses background, evaluation goals, instructional strategies, attitudes toward technology, other attitudes, and confounding features. Offers concluding comments and recommendations. (SR)

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)

A trial of team teaching in a graduate business course at Washington University is described by the two faculty men who conducted it. (Editor)

Describes a two-semester interdisciplinary course bringing together the history and literature of the United States to provide as complete a record of the American experience as could be found. (HOD)

Discusses the use of a co-teaching approach in a calculus-based, first-year, elementary physics class. Presents student questionnaire responses along with a discussion of the techniques, advantages, and disadvantages of this method of teaching. (MLH)

Describes the objectives, structure, and evaluation of an upper level, limited enrollment, elective course taught by a team of a physicist, a psychologist, and a literary scholar. Reports experience with the course since first taught in the Spring of 1972. (GH)

Reports the responses of 106 undergraduates to statements designed to show whether course content can be more effectively taught by two instructors, each devoted to his own training and interests, than by one. (Editor)

The concept of team teaching salesmanship demonstrates theoretical and practical relationships between speech communication and salesmanship. The challenge of maintaining intellectual integrity in the high risk, results-oriented environment of sales is met through attention to four major topic areas: the purpose of the communication, the salesman…

Discusses the problems associated with teaching a literature survey course. Outlines a team teaching concept and provides details about an experimental course in which faculty specializing in particular areas serve as guest lecturers. (PRA)

Describes problems faced in an interdisciplinary course taught by the authors on major 19th and 20th century figures and ideas in the humanities (literature, music, art, and philosophy). Tells how they refashioned it to focus on depth rather than breadth. Offers some hard-won insights and advice for those embarking on interdisciplinary teaching.…