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Peer reviewedBonwell, Charles C.; Sutherland, Tracey E. – New Directions for Teaching and Learning, 1996
A conceptual framework is provided to help college teachers find ways to include meaningful learning activities in their classes, regardless of teaching style, course objectives, or students' level of experience. Examples are offered from literature and nursing courses. Additional issues discussed include the teacher's role perception and concerns…
Descriptors: Active Learning, Class Activities, Classroom Techniques, College Instruction
Peer reviewedHoward, Jeffrey P. F. – New Directions for Teaching and Learning, 1998
Explores academic service learning as an innovative pedagogical model capable of transforming traditional teaching and learning practices. Notes that faculty undertaking this challenge can expect initial resistance from students, periodic self-doubt about their teaching accomplishments, and colleagues' skepticism, but also renewed student…
Descriptors: Change Strategies, College Faculty, College Instruction, Curriculum Design
Peer reviewedWoods, Donald R. – New Directions for Teaching and Learning, 1996
Two McMaster University (Canada) chemical engineering courses enrolling 30-50 students incorporate problem-based learning (PBL). Issues addressed in implementation included overcoming faculty and student resistance, integrating PBL methods within a predominantly conventional curriculum, developing PBL problems and objectives, and using tutorless…
Descriptors: Achievement Gains, Alumni, Chemical Engineering, Classroom Techniques
