Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-19T14:50:47.716Z Has data issue: false hasContentIssue false
  • English
  • Français

The Trials and Errors of Collaborative Learning: A New Faculty Perspective

Published online by Cambridge University Press:  01 February 2011

Stacy H. Gleixner
Stacy H. Gleixner*
Affiliation:
Department of Chemical and Materials Engineering, San Jose State University, San Jose, CA
Get access

Abstract

There are a number of teaching techniques that have proven very useful in involving the students and increasing their learning. As a new faculty member, I have chosen to improve my teaching by first implementing collaborative learning exercises into my classes. The exercises I have used include in-class group problem solving, informal study groups, and group term projects. In this paper, I will detail the published benefits of collaborative learning that led me to use this in my classes. The introduction of collaborative learning exercises into my lectures has also brought a number of problems and fears including time constraints, the practical issues of forming groups in large classes, and the barrier students have towards working together. From the perspective of a new faculty, I will discuss the problems I have had implementing collaborative work into my classes and tips for avoiding and overcoming the problems I have encountered.

Type
Research Article
Information
MRS Online Proceedings Library (OPL) , Volume 632: Symposium HH – Materials Science and Engineering Education in the New Millenium , 2000 , HH2.4
Copyright
Copyright © Materials Research Society 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

1. Johnson, D.W., Johnson, R., and Smith, K.A., Active Learning: Cooperation in the College Classroom (Interaction Book Company, Edina, MA, 1991).Google Scholar
2. Johnson, D.W., Johnson, R. T., Holubec, E.J., Meaningful and Manageable Assessment Through Cooperative Learning (Interaction Book Company, Edina, MA, 1996).Google Scholar
3. Kohn, A., No Contest: The Case Against Competition; Why We Lose in Our Race to Win (Houghton Mifflin, 1992).Google Scholar
4. Campbell, B. and Smith, K.A., New Paradigms fro College Teaching (Interaction Book Company, Edina, MA, 1997).Google Scholar
5. Felder, R., ASEE Prism, December, 18 (1996).Google Scholar
6. Felder, R.M. and Silverman, L.K., Engineering Education, April, 674 (1988).Google Scholar
7. Wankat, P.C., ASEE, (1999).Google Scholar
8. Angelo, T.A. and Cross, K.P., Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed. (Jossey-Bass Publishers, San Francisco, CA, 1993).Google Scholar
9. Mourtos, N.J., Journal of Engineering Education, 86 (1), 35 (1997).Google Scholar
10. Astin, A.W., What Matters in College: Four Critical Years Revisited (Jossey-Bass Publishers, San Francisco, CA, 1993).Google Scholar
11. Shuman, L.J., Delaney, C., Wolfe, H., Scalise, A., and Besterfield-Sacre, M., ASEE Annual Conference Proceedings (1999).Google Scholar
12. Meier, R.D., ASEE Annual Conference Proceedings (1999).Google Scholar
13. Mehta, S., ASEE Annual Conference Proceedings (1999).Google Scholar