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.
This description of a site outside SERC has not been vetted by SERC staff and may be incomplete or incorrect. If you
have information we can use to flesh out or correct this record let us know.
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.
