Implementing Cooperative Learning in a Team-Teaching Environment

Abstract

In this article, the authors describe a graduate course based on a cooperative learning strategy involving structured group interaction. The authors team-taught a semester-long course in which student groups worked on a consulting project requiring interaction between three distinct teams—the student group, a faculty team, and a team of field study contacts. Three interteam dynamics had to be considered for enhancement and assessment of individual student and group learning. The authors discuss the effects of the formal cooperative learning process on student learning and assess the final project quality.