Describes a collaborative model in which college instructors work together to support and assess teaching innovations. Basic principles of a clinical-based method of supervision were adapted for the three-phase process (planning conference, classroom observation, feedback conference). Provides examples of collaboration and participants' feedback.…

Explores practical and theoretical benefits of electronic mail in a creative writing program. Practical benefits include creation of alternative writing space, scheduling convenience, and savings on copies. Theoretical benefits include egalitarian communication, blending of formal and informal discourse, increase in student engagement,…

Summarizes ideas gathered from classroom experiences and from colleagues encountered in cooperative learning workshops and presents them as answers to questions from workshop participants who have been exposed to the basic principles and methods of cooperative learning. Information for college instructors covers forming teams, dealing with…

Provides several suggestions to help prepare students for peer assessment: (1) emphasize its purpose; (2) articulate relationship between peer assessment and learning outcomes; (3) ensure students understand elements of high-quality, proficient performance; (4) develop analytic scoring criteria systems; (5) encourage collaborative discussions; and…

Describes a collaboration between teachers and community members at an Israeli school which facilitated curriculum development, teachers' professional development, and the school's institutional development as a "comprehensive community school," a new model which extends its boundaries to include the community by using its industrial and social…

Compared the quantitative problem-solving skills of conceptually-taught and traditionally-taught introductory physics students. Found that students taught conceptually through peer instruction performed significantly better on quantitative exam questions for two out of three exams. However, the conceptually taught students were not as satisfied.…

Asserting that in-class small group work often falters when students report out their work, describes 11 techniques for ending group work and evaluates their relative merits based on efficiency, accountability for individual students, complete sharing of information, and student practice in articulating what they learned. (EV)

Asserting that cooperative learning offers faculty the means to turn a tepid examination review and critique into a highly energized, active student learning experience, this paper describes a cooperative learning structure for an exam critique that motivates students to exercise their critical thinking skills and engage in deeper learning. (EV)

Concept maps are diagrams that show students how content is structured. This article asserts that they can be effective teaching and learning tools. It presents one method of concept mapping and several ways it can be used in the classroom. (EV)

Describes four types of concept maps (slash recall, linear, radial, pictorial) created and used by students at the U.S. Air Force Academy to improve comprehension and recall of reading assignments. Provides student examples of each type of map, which are often created on computers. (EV)

Suggests ways of using technology for the "Seven Principles for Good Practice in Undergraduate Education" published by the American Association of Higher Education (encourage contacts between students and faculty; develop reciprocity and cooperation among students; use active learning techniques; give prompt feedback; emphasize time on task;…

Asserting that cognitive maps can serve as a technique to review course readings in a small group format and allow students to both become familiar with course content and learn group processes. A sample map and evaluation sheet are also provided. (EV)

Discusses why collaborative activities in graduate student professional development programs are beneficial, provides specific examples of collaborative activities, notes some common concerns, and offers potential solutions. Also considers the role of program administrators or staff in collaborative activities. (EV)