ABSTRACT
This chapter features not only traditional team teaching but 'teaching teams' - a term the author will use for arrangements where faculty do not actually coteach the same class but work together around multiple-section courses or linked experiences for which they have a shared responsibility. A factor behind the author's work was that we started to notice differences in the way the faculty from the two divisions approached the arts. Again from his own experience in multidisciplinary studies, i want to put in a good word for team teaching. The power of this kind of team teaching around an interdisciplinary theme derives from the fact that faculty leave their syllabi at the door, in order to invent something entirely new with colleagues. Many coordinated studies teaching teams have picked up Evergreen's time-honored tradition of the faculty seminar, where every week for an hour or two there's time dedicated to discussing the key ideas and readings for the week.
