Cooperative Learning
The Cooperative Learning initiative at Richland College was developed to provide faculty and staff the theory and practice to incorporate Cooperative Learning principles and activities in the classroom and other learning environments.
Purpose
The Cooperative Learning program at Richland College seeks to incorporate findings from research on good teaching and learning. Good practice in undergraduate education encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.
Objective
Richland College is determined to institutionalize enhanced instructional delivery strategies, and improve retention and student success. Currently involved in proven methods to enhance instruction in the classroom, many Richland faculty are engaged with students in delivery options such as Cooperative Learning, Fast- track courses, learning communities, linked courses, service learning, and TRIO programs targeting the retention of special populations. A large body of research indicates that Cooperative Learning improves student success and retention.
Background/Inception
Since 1996, approximately four hundred Richland College faculty and staff have participated in Cooperative Learning workshops. Initially, Roger Johnson, David Johnson and Edythe Johnson Holubec, leaders in the field of cooperative learning research, teaching, and faculty and staff development, conducted workshops for Richland College faculty and staff. Five faculty received certification form the Cooperative Learning Center at the University of Minnesota to lead workshops and began doing so in 1998. Two additional faculty were certified in 2000.
Employee Eligibility
Originally open to faculty, Cooperative Learning is open now to all employee groups including Administrators, Professional Support Staff, and Faculty.
Presenter/Facilitator
Five certified Cooperative Learning “Leaders” conduct workshops on campus. A committee known as the Cooperative Learning Coordinators supports their work. The Coordinators make decisions regarding frequency, number, type and dates of workshops offered as well as workshop logistics.
Course Descriptions
Foundation Series
Includes 3-4 sessions for a total of 12-15 contact hours. Participants are expected to attend all sessions, although these can be completed over several semesters.
Contact Person
Becki Williams 972- 238-6362, bwilliams@dcccd.edu