Proposal Title

Collaborative Teaching and Learning in an Upper Level Mathematics Class

Co-Authors

no co-authors

Track

Research Project / Learning Theories and Pedagogy

Proposal Abstract

Elements of collaborative learning such as learning cells, structured problem solving and team test taking were incorporated in all the sections of a higher level mathematics course offered to engineering students during one semester. In addition of implementing a course design that is more in sink with their future job environment these techniques were applied to improve the level of understanding of the material as well as the long term retention of information and the motivation of the students to learn. Along with the elements of collaborative learning the course was taught by two instructors using collaborative teaching methods. To access the efficiency of these techniques and their impact on student motivation and perception of the course, their test grades were compared to previous semester grades for the same class and surveys were completed by students and analyzed by faculty. The impact of collaborative teaching on both instructors and students was also analyzed. The benefits as averaged grades were concerned were not very noticeable but as it was shown by the survey and observed by the instructors, the benefits in term of student motivation, willingness to learn and level of understanding were unquestionable.

Session Format

Poster Session

Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 4:00 PM Mar 31st, 5:00 PM

Collaborative Teaching and Learning in an Upper Level Mathematics Class

Room 113

Elements of collaborative learning such as learning cells, structured problem solving and team test taking were incorporated in all the sections of a higher level mathematics course offered to engineering students during one semester. In addition of implementing a course design that is more in sink with their future job environment these techniques were applied to improve the level of understanding of the material as well as the long term retention of information and the motivation of the students to learn. Along with the elements of collaborative learning the course was taught by two instructors using collaborative teaching methods. To access the efficiency of these techniques and their impact on student motivation and perception of the course, their test grades were compared to previous semester grades for the same class and surveys were completed by students and analyzed by faculty. The impact of collaborative teaching on both instructors and students was also analyzed. The benefits as averaged grades were concerned were not very noticeable but as it was shown by the survey and observed by the instructors, the benefits in term of student motivation, willingness to learn and level of understanding were unquestionable.