Have You Seen ...?
From: Carolyn A. Strand,
Assistant Professor, Seattle Pacific University, Chair of the Teaching
and Curriculum Research in Accounting Education Committee
- Cooperative Learning
Returns to College: What Evidence is There That it Works? by David
W. Johnson, Roger T. Johnson, and Karl A. Smith in Change
(July/August 1998, p. 26-35). The article includes a review of the
theory underlying the use of cooperative learning, research
conducted at the college level on cooperative learning, and ways it
may be used appropriately in college classes. The authors have
developed three interrelated ways to use cooperative learning in
their university classes: formal cooperative learning (FCL),
informal cooperative learning (ICL), and cooperative base groups
(CBG). FCL is very structured by the professor, who decides the size
and composition of the groups, defines the assignment, teaches the
required concepts, explains positive interdependence and individual
accountability, gives the criteria for success, and specifies the
expected social skills. ICL groups are typically temporary and ad
hoc, and can be used during any class period by having students turn
to a classmate near them to discuss a question posed by the
instructor. CBG are longer-term groups (at least a semester) with
stable membership so that the students support and encourage each
other to learn and successfully complete the course. The authors
also note that James Cooper at California State University-Dominguez
Hills publishes a newsletter on the use of cooperative learning at
the college level. If you would like to be on the mailing list, you
may contact Professor Cooper at the following e-mail address:
jcooper@dhvx20.csudh.edu.
- "Why Learning
Communities? Why Now?" by K. Patricia Cross in About Campus
(August 1998, p. 4-11). Cross argues that the current interest in
learning communities, or cooperative learning, is not just another
educational fad, but a fundamental revolution in epistemology. She
then reviews the research arguments for engaging students in
interactive group learning, which include: (1) research on learning
outcomes, (2) theory-based research on motivation and cognition, and
(3) research on intellectual development. Further, Cross notes that
this format is ideal for preparing students for a work environment
of intense competition and rapid change, as well as for responsible
citizenship through service learning.
- "Research on
Educational Innovations" by Arthur K. Ellis and Jeffrey T.
Fouts, 1997, publisher: Eye on Education (Larchmont, NY). The
authors focus on major educational innovations that have achieved
widespread influence in the general educational literature. Several
topics are: (1) learning styles, (2) cooperative learning, (3)
outcome-based education, and (4) alternative/authentic assessment.
At the end of each chapter, the authors include additional
references to assist the reader in expanding one's knowledge base on
each innovation.
- "Becoming a
Critically Reflective Teacher" by Stephen D. Brookfield, 1995,
publisher: Jossey-Bass, Inc. (San Francisco, CA). Perhaps the
primary audience for this book is the college teacher who has a base
of experience that can be critically investigated. However, even
junior faculty intent on improving their teaching ability should
find this volume helpful. The author uses many examples to describe
what critical reflection is and why it is so important. He also
includes specific advice on using practical approaches to critical
reflection such as teaching diaries, role model profiles,
participant learning portfolios, and structured critical
conversation.
- "Engaging Ideas: The
Professor's Guide to Integrating Writing, Critical Thinking, and
Active Learning in the Classroom" by John C. Bean, 1996,
publisher: Jossey-Bass, Inc. (San Francisco, CA). The author
includes hundreds of suggestions for integrating writing and other
critical thinking activities into any academic discipline. The book
also integrates theory and research from the
writing-across-the-curriculum literature; gives detailed practical
assistance in the design of formal and informal writing assignments;
suggests timesaving ways to coach the writing process and handle the
workload; and includes efficient ways to comment on student papers
and various approaches to grading writing assignments.
- "Writing for
Scholarly Publication" by Anne S. Huff, 1999, publisher: Sage
Publications, Inc.(Thousand Oaks, CA). Perhaps this book would be
most valuable to junior faculty who are still refining their writing
and research skills. Huff, in recognition of the growing pressures
on all academics to publish, decided to include research and writing
for publication as a formal part of the doctoral courses she teaches
in management. This volume contains the substance of those in-class
exercises as well as Huff's philosophy about scholarly writing.
Appendix C provides a comprehensive checklist to help a reviewer
assess the overall quality of a scholarly paper or manuscript. An
annotated bibliography at the end of the book includes more than
twenty books on academic writing.
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