text: ASEE PEER - Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More
  Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More
  7.635.1 - 7.635.9
  10.18260/1-2--10528
  https://peer.asee.org/10528
  Implementing Active and Collaborative Techniques: Lectures, Labs, Grading and More
  Kenneth J. Reid, Indiana University Purdue University Indianapolis (IUPUI)
  There are many papers on the benefits of introducing active and collaborative learning into the classroom. These benefits include those of increased involvement of students in the learning process to lectures that are perceived as more exciting. Many workshops are available at conferences such as the American Society of Engineering Educators Annual Conference and Frontiers in Education; many classes and workshops are presented in conjunction with these conferences as well as stand-alone activities. Some may even be available on campus for instructors.
  This paper will discuss practical applications of active and collaborative teaching techniques which can be used in the classroom with little to moderate preparation. In addition, the paper will describe various activities the author has collected which can be used to increase lecture and lab involvement in the lecture and laboratory material without costing excessive classroom time. The paper should be especially of interest to new educators and instructors looking for ways to begin introducing interesting and useful techniques into their lectures. This will not be an exhaustive list of techniques, but rather, a discussion of techniques which can be practically implemented.
  Through attendance at different teaching workshops, seminars, and trial and error, many instructors accumulate good ideas on more effective teaching. Some of these ideas are lost during the semester as research, service, publishing, and teaching preparation consume all available time. However, some ideas can be implemented fairly easily, and have had excellent results for a minimum investment of effort and time. This paper is designed to discuss some ideas which have been successfully implemented in order to inspire others to try to spice up an otherwise dry lecture. The main reason for such a paper can be seen in the goal statement of a recent seminar:
  "The Academy of Instructional Excellence (Master Teacher program) is built on the principle that teachers teach other teachers. Loosely translated: teachers steal other teachers' ideas." 1, 2
  Most of the ideas I have tried have been stolen from, or rather, have been learned from other
  "Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education"
  Reid, K. (2002, June), Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10528
  Reid, K. (2002, June), Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More  Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10528
  \bibitem{asee_peer_10528}
  Reid, K. (2002, June), \emph{Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More}
  Kenneth Reid.  "Implementing Active And Collaborative Techniques: Lectures, Labs, Grading, And More".  2002 Annual Conference, Montreal, Canada, 2002, June.  ASEE Conferences, 2002.  https://peer.asee.org/10528 Internet.  27 Sep, 2021