Cooperative Learning Protocols: Varieties and Obstacles

Waddah Akili

Download Paper | Permalink

Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Stops and Starts in the Development of Cooperative Education Programs
Tagged Division: Cooperative & Experiential Education
Page Count: 18
Page Numbers: 25.348.1 - 25.348.18
DOI: 10.18260/1-2--21106
Permanent URL: https://peer.asee.org/21106
Download Count: 478

Paper Authors

biography

Waddah Akili Iowa State University

visit author page

Waddah Akili has been in the academic arena for more than 37 years. He has held academic positions at Drexel University, Philadelphia, Penn. (1966-1969), at King Fahd University of Petroleum & Minerals, Dhahran, Saudi Arabia (1969-1987), and at the University of Qatar, Doha, Qatar (1987-2000). Akili’s major field is geotechnical engineering and materials. His research work and experience include characterization of arid and semi arid soils, piled foundations, pavement design and materials, and concrete durability. His interests also include contemporary issues of engineering education in general, and those of the Middle East and the Arab Gulf States in particular.

visit author page

Download Paper | Permalink

Abstract

Cooperative Learning Protocols: Varieties and ObstaclesABSTRACT: Engineering education in many countries including the Arab Gulf States (theRegion) faces significant challenges as it seeks to meet the demands on the engineeringprofession in the twenty first century. The paper focuses on classroom-based pedagogiesof engagement, and cooperative learning strategies in particular. It is a follow up toprevious work by the author, on viable strategies to improve the classroom environmentof engineering colleges in the Arab Gulf Region. At the start, the paper provides anoverview of relevant benchmarks of engineering education in theRegion. Then, relatesauthor’s preliminary findings on teaching/learning practices in engineering colleges ofthe Region, sheds light on the pros and cons of the lecture format, and examines theliterature on meanings and substance of different active learning protocols focusing oncooperative engagement strategies. The paper, also, sheds light on: theoretical roots,research support, current practices, and suggestions for redesigning classes-if need be- tostimulate interaction and help break the traditional lecture dominant pattern whencooperative learning protocols are deployed.The proposed paper will illustrate how cooperative learning can advance academicsuccess, quality of relationships, psychological adjustments, and attitudes toward thecollege experience. What needs to be done to move the process forward? What are thekey components of successful deployment of active learning in general and cooperativelearning in particular? How to foster and expand the community of engineering facultywho use cooperative learning? What plans, efforts, and resources need to be mobilized toinstitutionalize pedagogies of engagement including cooperative learning at thedepartment or college level?Next, it identifies common barriers to reformation in general, and to the use of modernpedagogical skills in particular. The paper also argues that any meaningful change inRegion’s classroom practices today (dominated by traditional lecture-based methods)must be mandated and supported by the university administration. What is necessary tocreate a change, is for the department or college, to have a comprehensive and integratedset of components: clearly articulated expectations, opportunities for faculty to learnabout new pedagogies, and an equitable reward system.

Citation
Format

Akili, W. (2012, June), Cooperative Learning Protocols: Varieties and Obstacles Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21106

TY  - CPAPER
AB  -          Cooperative Learning Protocols: Varieties and ObstaclesABSTRACT: Engineering education in many countries including the Arab Gulf States (theRegion) faces significant challenges as it seeks to meet the demands on the engineeringprofession in the twenty first century. The paper focuses on classroom-based pedagogiesof engagement, and cooperative learning strategies in particular. It is a follow up toprevious work by the author, on viable strategies to improve the classroom environmentof engineering colleges in the Arab Gulf Region. At the start, the paper provides anoverview of relevant benchmarks of engineering education in theRegion. Then, relatesauthor’s preliminary findings on teaching/learning practices in engineering colleges ofthe Region, sheds light on the pros and cons of the lecture format, and examines theliterature on meanings and substance of different active learning protocols focusing oncooperative engagement strategies. The paper, also, sheds light on: theoretical roots,research support, current practices, and suggestions for redesigning classes-if need be- tostimulate interaction and help break the traditional lecture dominant pattern whencooperative learning protocols are deployed.The proposed paper will illustrate how cooperative learning can advance academicsuccess, quality of relationships, psychological adjustments, and attitudes toward thecollege experience. What needs to be done to move the process forward? What are thekey components of successful deployment of active learning in general and cooperativelearning in particular? How to foster and expand the community of engineering facultywho use cooperative learning? What plans, efforts, and resources need to be mobilized toinstitutionalize pedagogies of engagement including cooperative learning at thedepartment or college level?Next, it identifies common barriers to reformation in general, and to the use of modernpedagogical skills in particular. The paper also argues that any meaningful change inRegion’s classroom practices today (dominated by traditional lecture-based methods)must be mandated and supported by the university administration. What is necessary tocreate a change, is for the department or college, to have a comprehensive and integratedset of components: clearly articulated expectations, opportunities for faculty to learnabout new pedagogies, and an equitable reward system.
AU  - Waddah Akili
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Cooperative Learning Protocols: Varieties and Obstacles
UR  - https://peer.asee.org/21106
DO  - 10.18260/1-2--21106
ER  -