An Examination of Team-Taught Interdisciplinary Courses.

Autor/in	McKinley, Bud
Institution	Princeton Univ., NJ. Mid-Career Fellowship Program.
Titel	An Examination of Team-Taught Interdisciplinary Courses.
Quelle	(1996), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Course Evaluation; Grading; Humanities Instruction; Interdisciplinary Approach; Participant Satisfaction; Program Effectiveness; Student Attitudes; Teacher Attitudes; Teaching Methods; Team Teaching; Thematic Approach; Two Year Colleges + Suchen Sie Ihr Suchwort? Community college; Community College; Notengebung; Schulnote; Geisteswissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Themenzentrierter Unterricht
Abstract	Over the past decade, faculty in the Humanities department at Raritan Valley Community College, in New Jersey, have developed two interdisciplinary, team-taught courses organized on a thematic basis. To determine student and faculty perceptions of these courses, the college distributed questionnaires to students in one of the courses, conducted follow-up interviews with 10 students 1 year after participation, and surveyed 13 faculty who had participated in the team-taught courses. Study findings, based on responses from 25 enrolled students, the 10 interviews, and responses from 11 faculty, included the following: (1) faculty and students found team-taught, interdisciplinary teaching both stimulating and enjoyable; (2) students felt that the approach led to a broader and deeper understanding of the material; (3) faculty stated that their students exhibited a greater interest in the course material than in traditional classes and seemed to enjoy the instruction; (4) faculty were also very satisfied with the learning environment provided by the course, since it required students to think and write at levels not often present in traditional courses; and (5) both students and faculty viewed the team approach to grading student assignments favorably. Contains 13 references. The survey instruments, with mean responses and standard deviations, and course announcements are appended. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC