Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs.

A longitudinal study of a cohort of engineering students has been conducted at North Carolina State University since 1990. The students were taught five chemical engineering courses in five consecutive semesters using several nontraditional instructional methods, including cooperative (team-based) learning. As part of the longitudinal study, procedures were adapted or devised for implementing cooperative learning in courses that stress quantitative problem solving. These procedures are summarized in this report. The objectives of the report are to offer ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when cooperative learning is implemented, and to provide assurances that the eventual benefits to both instructors and students amply justify the perseverance required to confront and overcome the problems. The report is divided into sections that include: (1) Introduction: Elements of Cooperative Learning; (2) In-Class Exercises; (3) Out-Of-Class Exercises; (4) Issues and Answers; and (5) Conclusion. Contains 20 references. (LZ) l'eic*irici,****************.ir****:.:dr***,%--***i:*****::**** Reproductions supplied by EDRS are the best that can be made from the original document. **************************************************** -**************** U A DEPARTMENT OF EDUCATION Office of Educational Reimarcn and imotovernenl EDUCATIONAL RESOURCES INFORMATION CENTER (ERIci document tuts been reproduced as eceiveo I rem tile person or Organization originating n Minor cnangeS nave been made 10 improve ,IP,OduCt.0,, [WON n points of v..* 0r Opon,onS stated in tniSdOC, mern do not necessarily represent official OERI position or policy ' PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY al TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC! **************************************************** -****************