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.
The text of this article is only available as a PDF.
© 2014 by Rebecca Olson and Tara Williams
2014
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