Igniting Student Involvement, Peer Interaction, and Teamwork, By Joseph B. Cuseo
2002; [ISBN:1-58107-045-4] 100 pages soft cover, 5.25 x 8.25 inches] $11.95
This book focuses on the terms “collaborative learning,” “cooperative learning,” and “learning community” in which they have been bandied about in American higher education with great frequency and enthusiasm. One primary purpose of this monograph is to provide a more precise delineation of postsecondary practices that are subsumed or assumed to be embraced by the umbrella terms, collaborative learning, cooperative learning, and learning community, and organize these practices into a coherent classification system or taxonomy. Other major objectives of the taxonomy are to: (a) create a common language for improving the clarity of communication and discourse about diverse forms of collaboration in higher education; (b) articulate a strong, research-based rationale for greater use of collaboration practices in postsecondary education, (c) provide a panoramic overview of, and a convenient catalogue for, the wide range of collaborative initiatives that have been implemented at colleges and universities; and (d) serve as a stimulus for triggering wider use of collaborative practices in higher education.
Section I: Introduction to the Taxonomy
>Purposes and Organization of the Taxonomy
>Organization of Taxonomy
>Limitations of Taxonomy
>Rationale of Taxonomy
Section II: A Taxonomy of Collaborative Practices in Higher Education
>Collaboration between Students
>Collaboration between Faculty Collaboration
Joe Cuseo, Ph. D., holds a doctoral degree in Educational Psychology and Assessment from the University of Iowa. Currently, he is Professor Emeritus of Psychology at Marymount College (California) where for more than 25 years he directed the first-year seminar, a course required of all new students. He is a columnist for a bimonthly newsletter published by the National Resource Center for The First-Year Experience & Students in Transition, and has received the Resource Center’s “outstanding first-year advocate award.” He is also a 14-time recipient of the “faculty member of the year award” on his home campus, a student-driven award based on effective teaching and academic advising.
He has delivered over 100 campus workshops and conference presentations, and authored numerous articles and chapters on faculty development, student retention, and the first-year experience, the most recent of which is a textbook for first-year seminars or student success courses, titled: Thriving in College and Beyond: Research-Based Strategies for Academic Success & Personal Development, and a textbook on diversity, titled: Diversity & the College Experience: Research-Based Strategies for Appreciating Human Differences. Current writing projects to be published in 2010 include: Thriving in the Community College & Beyond:Strategies for Academic Success and Personal Development; The First-Year Seminar: Research-Based Guidelines for Course Design, Delivery, & Assessment; and Humanity, Diversity, and the Liberal Arts: The Foundation of a College Education for summer reading programs.