A Declaration of Interdependence: Philosophy and Practice of Interdisciplinary Team Teaching
Abstract
The author describes the first years of a classroom research project that challenges both the instructor and the students to share in choosing the texts, teaching the class, and assessing the teaching and learning in a comparative literature course on the drama. Following an outline of the project and how it was assessed, selected quotations from student journals and responses to a questionnaire about the project reveal how lower-division students think and feel about the learning resulting from teaching their peers. The instructor writes about the value added by learning to resist the urge to control the situation, provide the answers, and be the sole judge of the teaching and learning that take place.
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