When my wife and I decided to team-teach this semester, we were mindful of several challenges: keeping the class from turning into a marital soap opera, modeling for students not only divergent academic perspectives, but how those perspectives connect (see this helpful Tomorrow’s Professor post), and keeping the focus on the class on the Honors program learning objectives. The biggest challenge, at least at first, seemed to be about technology and pedagogy: How would we balance her preference for papers and exams with my own interest in a variety of born-digital assignments?

It turns out that this has been less of a problem than we expected. In part, this is about sequencing. My wikified class notes assignment lends itself well to an exam, so that fit. And a regular blogging assignment helps generate lots of ideas for papers, so that was ok, too.

We also have quickly found common …

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