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Introduction
Active learning and cooperative learning
are two modes of instruction designed to increase ownership
and participation of students in their own learning. Moving
toward classrooms in which active/cooperative learning activities
are integral components is one of the key components of the
Foundation Coalition (FC).
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Introduction
Since its formation in 1993, the Foundation
Coalition has sought to increase the numbers of women and minorities
enrolling and graduating from our institutions. We have focused
on both classroom pedagogy and curriculum content to accomplish
our goal. For example, it has been shown that pre-college women
have a preference for cooperative learning strategies [1,2]
and the role of pedagogy in retention, especially as it relates
to women and minorities, has been documented.[3] Foundation
Coalition curricula, now in place at each partner institution,
include a major emphasis on cooperative or active learning and
the establishment of formal learning communities. Special design
projects [4] and spatial reasoning [5] activities have also
been incorporated into the curriculum.
References
1. Johnson, D. W. and R. T. Johnson.,
"Cooperative Learning and the Achievement and Socialization
Crisis in Science and Math Classroom," in A.B. Champagne,
and L.E. Hornig, eds.,1987, Students and Science Learning, Washington,
DC: AAAS
2. Petterson, P.L., and E. Fennema, "Effective teaching:
Student Engagement in Classroom Activities and Sex-related Differences
in Learning Mathematics," 1985, American Education Research
Journal, 11:309-335
3. Seymour, E. and N. Hewitt, Talking About Leaving, 1997, Westview
Press, Boulder CO
4. Karr, C. and Todd, B., "Perceived Gender Inequities
in Freshman Engineering Design Projects, Foundation Coalition,
University of Alabama
5. Hsi, S., Linn, M., and Bell, J., "The Role of Spatial
Reasoning in Engineering and the Design of Spatial Instruction,"
Journal of Engineering Education, Vol 86, No 2, April 1997
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Introduction
Multidisciplinary teams have become
an essential component of engineering practice. Developing
capabilities to function on multidisciplinary teams is advocated
by a wide range of employers and required by the new ABET
Engineering
Criteria 2001 (EC 2001). Using student teams in your classes
requires some experience to avoid possible pitfalls, for example,
assigning the same grade to every member of a team, and gain
advantages offered by teams. To assist faculty members in
making the transition
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Introduction
Faculty have used technology
in numerous ways: Power Point presentations, course web pages,
web-based courses, integrating computers into classrooms, using
laboratories as learning activities, etc. Across the
Foundation Coalition faculty members have focused on putting
computer-related technologies in the hands of students on a
routine basis to facilitate their learning, change their learning
objectives, and reshape their learning processes. Several examples
are presented to illustrate the types of changes that have been
made.
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Introduction
The Foundation Coalition has emphasized
the importance of assessment and evaluation in improving its
restructured curricula since its inception in 1993. Partner
institutions have created instruments that can be shared with
other institutions. Other institutions can also draw upon the
expertise and experience gained through assessing and evaluating
numerous curricular innovations.
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Accreditation Board for Engineering
and Technology
References for Further Information
- Gagne, R .M., L.J. Bridges, and W. W. Wagne.
1998. Principles of Instructional Design. Orlando, FL: Holt, Rinehart
and Winston, Inc.
- Hanson, G., and B. Price. 1992. Academic Program
Review. In: M. A. Wjitley, J. D. Porter, and R. H. Fenske (eds.).
The Primer for Institutional Research. Tallahassee: Association
for Institutional Research.
- Satterly, D. 1989. Assessment in schools. Oxford,
UK: Basil Blackwell Ltd.
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©
2001 Foundation Coalition. All rights reserved. Last modified
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