Richard M. Felder, Rebecca Brent, North Carolina State University
This report features procedures for implementing cooperative learning in courses that stress quantitative problem solving. The objectives of the report are to offer ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when CL is implemented, and to provide assurances that the eventual benefits to both instructors and students justify the perseverance required to confront and overcome the problems encountered.
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.