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Cooperative Learning in a Sequence of Engineering Courses: A Success Story

Cooperative Learning in a Sequence of Engineering Courses: A Success Story

As part of an ongoing longitudinal study of engineering education, I taught five chemical engineering courses in successive semesters to roughly the same body of students, beginning with the introductory course on chemical process principles (CHE 205) and ending with a senior course in chemical reactor design. The basis for the instructional approach in all five courses was the cooperative learning model articulated by Johnson, Johnson, and Smith, with most deviations from their recommendations being due primarily to my inexperience and/or timidity. The narrative that follows summarizes what I did and how it worked. Target Audience: 2-4 Year College Faculty/Administrators

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