Reid, K. (2001, June), Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9541

\bibitem{asee_peer_9541}
  Reid, K. (2001, June), \emph{Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques}
  Paper presented at 2001 Annual Conference, Albuquerque, New Mexico.
  10.18260/1-2--9541

Kenneth Reid.  "Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques".  2001 Annual Conference, Albuquerque, New Mexico, 2001, June.  ASEE Conferences, 2001.  https://peer.asee.org/9541 Internet.  19 Apr, 2024

\bibitem{asee_peer_9541}
  Kenneth Reid.
  "Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques".
  \emph{2001 Annual Conference, Albuquerque, New Mexico, 2001, June}.
  ASEE Conferences, 2001.
  https://peer.asee.org/9541 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_9541
author = "Kenneth Reid"
title = "Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques"
booktitle = "2001 Annual Conference"
year = "2001"
month = "June"
address = "Albuquerque, New Mexico"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/9541}
number = {10.18260/1-2--9541}
}

TY  - CPAPER
AB  - There are many teaching techniques that can make engineering and technology instruction more effective, more interesting, and more enjoyable for both the instructor and the students. These techniques include active and cooperative learning, which get the students involved in the classroom experience. These techniques can also help students understand difficult concepts, since they hear these explained by their peers in many cases.
This paper will report on one study involving two sections of a freshman introductory course. The course is Digital Circuits I in an Electrical Engineering Technology program, consisting of two sections of approximately 35 students in each section. Both sections went through half of the semester (including two exams) with a classroom format that was about 90% traditional and 10% active/collaborative, with 100% traditional laboratory experiments: student pairs working through a weekly laboratory experiment. At the midpoint of the semester, the format of one section continued (although a group design project was introduced), while the other lecture and laboratory changed. The new lecture format was mini-lectures with collaborative learning activities between, and a less structured, more team-oriented laboratory. Both sections covered the same material, and both had one exam and the final exam remaining.
The results to be presented in this paper include how the classes were structured, and an analysis of exam scores to measure any improvement which may be attributed to the different class structure.
AU  - Kenneth Reid
CY  - Albuquerque, New Mexico
DA  - 2001/06/24
PB  - ASEE Conferences
TI  - Measuring Improvement Due To The Implementation Of Active And Collaborative Teaching Techniques
UR  - https://peer.asee.org/9541
DO  - 10.18260/1-2--9541
ER  -