Cooperative Learning: Solid, Versatile, and Important

Cooperative learning techniques intuitively fit disciplines such as social sciences, humanities, and professional programs that emphasize discussion, exchange of ideas, evaluation of open-ended problems, and communication. However, it is surprising just how many professors in the sciences, engineering, mathematics and technology have also applied and furthered cooperative learning. The latter disciplines are often areas with need for specific content coverage—and thus a concern for using class time in the most effective ways possible.

L. Springer, M.E. Stanne, and S.S. Donovan (“Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering and Technology: A Meta-Analysis,” Review of Educational Research, 69, 21-51, 1999) used data obtained from 3500 students to evaluate benefits of cooperative learning in these “hard” disciplines. In terms of content learning, employment of cooperative techniques resulted in 0.51 standard deviation in average improvement in learning. Students who experienced such approaches moved from the 50th to the upper 70th percentile on standardized exams. Further, the improvements were greater in minorities who often don’t perform as well in conventional lecture-based classrooms. The cooperative exercises supported and increased students’ persistence (0.46 standard deviation improvement) and improved their attitudes (0.55 standard deviation improvement). It conclusively demonstrated that what students learn is influenced by how they learn, and that most learn best through active, collaborative, small-group work. What is most encouraging is that the study revealed that one did not have to use complicated structures to get the result; one could easily incorporate a few simple structures to break up lectures and permit students to grapple with the material presented. Beneficial results were consistent across all student levels and across all the disciplines investigated.

Dr. Richard Felder, Chemical Engineering, North Carolina State University, has made significant contributions to both learning style diagnoses and active learning. He notes: “You don’t have to spend a great deal of time on such exercises; one or two lasting no more than five minutes in a 50-minute session can provide enough stimulation to keep the class with you for the entire period...actively involving students in learning instead of simply lecturing to them leads to improved attendance, deeper questioning, higher grades, and greater lasting interest in the subject. (See Felder’s site at http://www.ncsu.edu/felder-public/RMF.html.)

Another excellent contributor is Ted Panitz, a chemical engineer and mathematician at Cape Cod Community College. (See his very useful web site at http://home.capecod.net/~tpanitz/.) Ted observes: “Engineers are expected to work in teams in industry and collaborate on projects, yet in college they are faced with a competitive learning environment where class rank and position on the grading curve are of primary concern.” The need to develop teamwork skills for career applications hasn’t diminished since “Workplace Basics: The Skills Employers Want” was printed in 1988 by the American Society for Training and Development and the U.S. Department of Labor. The majority of the seven skills develop better through cooperative learning strategies than through lectures. Particularly these are: (1) oral communication; (2) adaptability and creative thinking; (3) group effectiveness, interpersonal skills, negotiation and teamwork, and (4) organizational effectiveness and leadership.

Learn how to add cooperative methods to your teaching repertoire under the able instruction of Dr. Barbara Millis on February 27. See below for details for this event and for the Sonia Kovalevsky Math Day on Feb. 28.

 

Place and Time: Red Lion Hotel 1555 Pocatello Creek Road 8:30 a.m.-3:00 p.m. with Workshop starting 9:00 a.m. Continental Breakfast & lunch provided.

BARBARA MILLIS is Director of Faculty Development at the United States Air Force Academy. She received her Ph.D. in English literature from Florida State University and served as Assistant Dean of Faculty Development at the University of Maryland University College. Barbara is a prolific writer received the US Air Force Academy's prestigious McDermott Award for Research Excellence in the Humanities and Social Sciences and the Outstanding Educator Award. Barbara's interests include cooperative learning, peer classroom observations, the teaching portfolio, microteaching, syllabus construction, classroom assessment/research, and defining teaching excellence. When she is not "spreading the gospel" of teaching enhancement, she lives with her husband, Ralph, and daughter, Jeanne, in Colorado Springs, Colorado.

Registered attendants will receive, in advance of the workshop, Cooperative Learning for Higher Education Faculty (1998, 282 p., Oryx Press) by Barbara Millis and Philip G. Cottell, Jr. This is a highly rated and extremely useful compilation.

To register, simply use email: nuhfed@isu.edu. Include your campus mailbox to receive your book in advance.

ISU Math Department Hosts Math Day Saturday,
February 28 for Girls Grades 10-12

The Idaho State University mathematics department will host the Sonia Kovalevsky Math Day on Feb. 28, from 8:30 a.m. to 3 p.m. in the Pond Student Union Building. This day is targeted for female high school students who are interested in mathematics and science. Workshops for students and teachers will include: “Cryptography: Hands-on Activities Involving Codes;” “Hydrology: Techniques Used by Water Managers and Scientists to Balance Water Needs;” “Numeracy: Activities on Probability and Logic;” “Symmetry and Polyhedra: Soccer Balls and Stars;” “Mathematics of Finance: Application to Daily Life;” and a book discussion group for teachers on the National Research Council’s book, Knowing What Students Know: The Science and Design of Educational Assessment. To register students or yourself, contact Dr. Tracy Payne, 282-3650 or payntrac@isu.edu, or Dr. Carole McWilliam, 478-1815. Workshop attendance is free, but parental permission and pre-registration is required.