Abstract

This coauthored article argues that a team-taught format can make the literature survey more engaging and meaningful for students while also addressing some of the course’s traditional challenges. The article fills a gap in team-teaching scholarship, which emphasizes interdisciplinary and/or loosely collaborative arrangements over intensely collaborative models like the one the authors propose.

Journal
Pedagogy
Published
2014-04-01
DOI
10.1215/15314200-2400485
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Cited by in this index (1)

  1. Pedagogy

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