This article describes a method for team teaching introductory psychology in which the instructors rotate from section to section, repeating a series of lectures in their areas of expertise. Evaluations indicated that most students liked the format and that the variations in order of topic coverage from section to section were not related to course grades or approval. We provide several suggestions for departments that may wish to adopt this approach.
Get full access to this article
View all access options for this article.
References
1.
FlanaganM. F.RalstonD. A. (1983). Intra-coordinated team teaching: Benefits for both students and instructors. Teaching of Psychology, 10, 116–117.
2.
IrionA. L. (1976). A survey of the introductory course in psychology. Teaching of Psychology, 3, 3–8.
3.
KottkeJ. L. (1985). Using a comprehensive makeup exam to replace a missed exam. Teaching of Psychology, 12, 51–52.
4.
LevineR. V. (1977). An interdisciplinary approach to the introductory psychology course. Teaching of Psychology, 4, 132–134.
5.
MendenhallM.BurrW. R. (1983). Enlarging the role of the undergraduate teaching assistant. Teaching of Psychology, 10, 184–185.
6.
WareM. E.GardnerL. E.MurphyD. P. (1978). Team teaching introductory psychology as pedagogy and for faculty development. Teaching of Psychology, 5, 127–130.
7.
WhiteK. M.KolberR. G. (1978). Undergraduate and graduate students as discussion section leaders. Teaching of Psychology, 5, 6–9.
8.
WortmanC. B.HillisJ. W. (1976). Undergraduate-taught “minicourses” in conjunction with an introductory lecture course. Teaching of Psychology, 3, 69–72.
