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The Adoption Of A Student Teaching Based Instructional Method To Facilitate Graduate Undergraduate Student Interaction

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.507.1 - 4.507.8

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Paper Authors

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Paul Mooney

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Michael A. Mooney

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Gerald Miller

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1675

The Adoption of a Student Teaching-Based Instructional Method to Facilitate Graduate – Undergraduate Student Interaction

Michael A. Mooney, Gerald A. Miller The University of Oklahoma

Paul J. Mooney The University of Nebraska


An instructional framework requiring students to teach in order to learn content has been adopted in an upper-level undergraduate/graduate Advanced Soil Mechanics course at the University of Oklahoma. The student teaching model (STM), geared towards student interpretation, synthesis, presentation, and discussion of content material, aims to improve student information processing skills, improve understanding of course content, and improve communication skills. This paper discusses the extension of the STM outside the boundaries of the classroom. Students in the Advanced Soil mechanics course were required to provide critical review and instruction to introductory level soil mechanics students. During a semester-long project carried out by the introductory level students, the upper level students provided written and oral critique of interim reports. The upper level students carried out face to face consultation sessions with the introductory level students, querying and providing project guidance. The upper level students were required to understand all facets of the project and teach unclear concepts to the introductory students when necessary. End of semester surveys revealed that both the upper level and introductory level students benefited from the exchange.


The rapidly changing profession of engineering calls for the education of life-long learners, individuals who can adapt and thrive through change [1]. This call must be met with a balanced emphasis on process skill development (thinking, integration, discovery, communication) and product (knowledge) [2]. Engineering instructors understand very well the adage one never really learns a subject until one teaches it. The process of teaching and preparing to teach builds process skills, e.g., discovery, synthesis, communication, while strengthening knowledge development. Frustrated by the inability to reconcile the need for engineers who are adaptive thinkers, effective communicators, and life-long learners with the traditional lecture format, the authors developed the Student Teaching Model (STM) [3]. The STM creates a horizontal relationship between teacher and student rather than the vertical relationship that exists in the traditional lecture approach. An instructional framework that develops process and product skills in students by requiring them to teach and prepare to teach, the STM has been adopted over the past three years in an Advanced Soil Mechanics (ASM) course taught to graduate students and

Mooney, P., & Mooney, M. A., & Miller, G. (1999, June), The Adoption Of A Student Teaching Based Instructional Method To Facilitate Graduate Undergraduate Student Interaction Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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