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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
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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

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References

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