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A teamwork survey was conducted at Oakland University, Rochester, MI, in 533 engineering and computer science courses over a two-year period. Of the 6435 student respondents, 4349 (68%) reported working in teams. Relative to the students who only worked individually, the students who worked in teams were significantly more likely to agree that the course had achieved its stated learning objectives (p < 0.001). Regression analysis showed that roughly one-quarter of the variance in belief about whether the objectives were met could be explained by four factors: 1) student satisfaction with the team experience; 2) the presence of instructor guidance related to teamwork; 3) the presence of slackers on teams; and 4) team size. Pearson product-moment correlations revealed statistically significant associations between agreement that the course objectives had been fulfilled and the use of student teams and between satisfaction with teams and the occurrence of instructor guidance on teamwork skills. These and other results suggest that assigning work to student teams can lead to learning benefits and student satisfaction, provided that the instructor pays attention to how the teams and the assignments are set up. Index Terms--Correlation, evaluation, instructor, satisfaction, student, team, teamwork.

A group of 123 chemistry students completed five courses in chemical engineering, which incorporated active, inductive and cooperative learning techniques, with marked success and increased student enthusiasm. Among the benefits noticed with this approach was a greater number of As and Bs, better retention, a community developing between students and higher number of students going to graduate school. Other chemistry courses could adopt modified versions of the provided course design while maintaining the basic elements to improve chemical education.

Science educators must adopt unconventional teaching methods to prevent college students who initially intended to major in science from shifting to nonscientific fields. In general, science teachers employ the traditional teaching technique which favors reflective learners. Thus, active learners often find it hard to catch up with the lessons. Teachers must make sure that their lectures are appropriate to both types of learners. They can do this by using visual aids in explaining abstract concepts, providing lessons that would enable students to visualize, pointing out the practical application of concepts and encouraging groupwork.

Dean Larry Monteith of the North Carolina State University organized in 1986 a teaching workshop for engineering teachers. The workshop discusses issues in teaching such as syllabus organization, analysis of group learning and effectiveness in teaching. Workshops of this type may improve the quality of undergraduate teaching styles with corresponding results from students. Techniques for managing a successful teaching workshop are discussed.

Provides information on teaching engineering in the 21st-century. Description of a model of teaching engineering at the University of Bologna in Italy; Difference of U.S. engineering education from the model.

Students have different levels of motivation, different attitudes about teaching and learning, and different responses to specific classroom environments and instructional practices. The more thoroughly instructors understand the differences, the better chance they have of meeting the diverse learning needs of all of their students. Three categories of diversity that have been shown to have important implications for teaching and learning are differences in students' learning styles (characteristic ways of taking in and processing information), approaches to learning (surface, deep, and strategic), and intellectual development levels (attitudes about the nature of knowledge and how it should be acquired and evaluated). This article reviews models that have been developed for each of these categories, outlines their pedagogical implications, and suggests areas for further study. [ABSTRACT FROM AUTHOR]

Explains the mission statement of the periodical "Journal of Engineering Education,". Discussion of the importance of the journal's research angle in engineering education; Evolution of the special issue; Presentation of a challenge for readers.

This paper is a guide to the effective design and management of team assignments in a college classroom where little class time is available for instruction on teaming skills. Topics discussed include forming teams, helping them become effective, and using peer ratings to adjust team grades for individual performance. A ‘Frequently Asked Questions’ section offers suggestions for dealing with several problems that commonly arise with student teams, and forms and handouts are provided to assist in team formation and management. [ABSTRACT FROM AUTHOR]

The article discusses a number of academic myths. A total of five myths are discussed including myths about evaluation of teaching, about curriculum design and pedagogy, and evaluation of students, about research and teaching, and about faculty recruitment. The importance for engineering professors to make assumptions is mentioned.

The author discusses the positive role of research in the teaching profession. He rationalizes the importance of research work to education where the stakeholders' interest remains only on teaching. He emphasizes the characteristics needed by excellent researchers and teachers such as being observant for researchers and being skilled at communication for teachers. Arguments and facts are discussed that present an undue demand for faculty members to be active researchers.

The article discusses the top four mistakes college teachers are guilty of making. According to the author, professors commonly give exams that are too long. It is suggested that they should give tests that test the knowledge and skills mastery of a student rather than long tests that test a student's speed. Also included in the list of mistakes are keeping outdated courses, having unclear learning objectives and disrespecting students. Suggestions to correct the mistakes are also presented.

The article presents several mini-sermons that could help teachers in dealing with chemical engineering students. The author states that when using a proven teaching method that makes students uncomfortable, it is important for the teacher to let the students know the reason for doing it. The author emphasizes that the teacher needs to convince the students about the importance of learning.

Examines the books "The World Is Flat," by Thomas Friedman and Daniel Pink's "A Whole New Mind." Different perspectives offered by the two books; Implication for engineering education; Arguments of both authors on most jobs calling for engineering skills.

This article offers propositions in education that reflects uncertainty in education. Uncertainties on students are outlined. Comparisons between a good and bad engineering faculty member are presented. The importance of training to the success of faculty members is cited.