New Orleans, LA

This paper examines two sections of split-level educational psychology classes that were introduced at a large public university in the Midwest in the summer of 1999. Approximately half of the students enrolled in the classes were traditional undergraduate educational psychology students, and the other half consisted of practicing teachers who received graduate credit in advanced educational psychology. These courses were offered as experimental 12-week summer sessions that were designed for the graduate students to mentor the preservice teachers as well as share their experiences as they related to the theories discussed in class. After 8 and 12 weeks, respectively, evaluations were given to the students to assess their attitudes toward this course. Two separate versions were used: one for the undergraduates and one for the graduates. A combination of quantitative and qualitative methods was used to describe the students ' reactions, attitudes, and evaluations of the course, which in general, yielded positive an