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ERIC Number: EJ1146682
Record Type: Journal
Publication Date: 2008-Jul
Pages: 19
Abstractor: As Provided
ISSN: EISSN-1931-4744
The Bridge Course Design: Formative Assessment and Student-Centered Learning in Cross-Course Classrooms
Davies, John; Welch, Casey; Hargis, Jace
International Journal for the Scholarship of Teaching and Learning, v2 n2 Article 6 Jul 2008
This paper reports on the effectiveness of an innovative course design that bridges classes from two different disciplines. The "Bridge" design creates assignments in two classes: a summary class and a panel class. The design encourages students to engage in teaching and interacting with their peers within and across disciplines, and provides instructors with unique opportunities for formative assessment. Relative to control groups, students in the summary class perceived greater opportunities to teach peers, participate in class discussions, think critically, and engage in collaborative learning. Students in the panel class showed gains in critical thinking. Both classes afforded multiple opportunities for formative assessment. Following a discussion of the results, recommendations for improving the "Bridge" design are presented.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A