Changing a Course from Lecture Format to Cooperative Learning

Center for Instructional Development

This PDF essay describes the experience instructors have when switching a class (marine geology in this case) from a traditional lecture format to a cooperative-learning format. The article cites increased achievement, motivation, and attendance on the part of the students. However, the author also experienced difficulties and successes switching roles from lecturer to facilitator. The article was originally published in the winter 1996 issue of Piadeia, University of Washington's undergraduate education newsletter.

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Part of the Starting Point collection. The Starting Point collection includes resources addressing the needs of faculty and graduate students designing, developing, and delivering entry-level undergraduate courses in geoscience.

Starting Point
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Grade Level: Graduate/Professional, College Upper (15-16), College Lower (13-14)