Examines the philosophy behind development of two team-taught courses in scientific writing: one for first-year students, the second for advanced students preparing for graduate and professional careers in science. Using student self-evaluations, course evaluations, and anecdotal evidence, chronicles some strengths and weaknesses of our ten-year experience with collaborative instruction and elaborates on both successful and unsuccessful pedagogies.
No takes yet. Share an insight, caveat, or question.
Huerta et al. (2004) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: