What Does the Research Say about Cooperative Learning?

Reform in engineering education has been of concern to programs across the country for over a decade. The first goal of reform is closely aligned with the more general goal of improving the performance of American college graduates in mathematics and the sciences.

In his interview with Susan Ledlow, Don Evans discussed the reform movement in engineering education. Click on the link below to view this discussion.

  Don Evans
        Director, Center for Research on Education in Science, Mathematics, Engineering, Technology
        CRESMET) &   Professor of Aerospace Engineering 
        Arizona State University

Susan Ledlow asked Ron Bengelink of Boeing and Roderick Taylor of Intel whether they find that new hires are ready to fully participate in teamwork. Click on the links below to hear their responses.
 

  Ron Bengelink
        Chief Engineer for International Programs
        Boeing Commercial Airplanes

  Roderick Taylor
        Installation and Qualification Functional Area Leader Intel
        Intel Corporation

These two goals were brought more sharply into focus with the publication of the new accreditation criteria developed by the Accreditation Board for Engineering and Technology (ABET) , commonly referred to as ABET 2000. Criterion 3 of ABET 2000* specifies that engineering programs must demonstrate that their graduates posses:

(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs
(d) an ability to function on multi- disciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global and societal context
(i) a recognition of the need for, and an ability to engage in life- long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

*Included with permission, Accreditation Board for Engineering and Technology, Inc.,
111 Market Place, Suite 1050, Baltimore, MD, 21202-4012; http://www.abet.org.

To better meet the ABET 2000 criteria, Foundation Coalition schools adopted a focus on active and cooperative learning. Active learning is one the American Association for Higher Education's Seven Principles of Good Practice in Undergraduate Education. Cooperation among students is another of the Seven Principles. These principles were developed in 1987 by a task force of eminent researchers who had made significant contributions to the research literature on higher education. The principles are based in that research and designed as a guide for institutions undertaking educational reform.

Research shows that cooperative learning has positive effects on a number of student outcomes. A meta-analysis of research on science, mathematics, engineering, and technology classrooms found that the effects of cooperative learning in on student achievement were overwhelmingly positive.

Click here for a PDF copy of Springer, Stanne, & Donovan's Meta-Analysis.

In addition to improving student achievement, cooperative learning has a number of other beneficial effects. Susan Ledlow talked with Richard Felder and Karl Smith about what the research tells us. Click on the links below to hear their responses.

  Richard Felder
        Hoechst Celanese Professor Emeritus, Department of Chemical Engineering
        North Carolina State University

  Karl Smith
        Professor of Civil Engineering
        Institute of Technology, University of Minnesota