Educational researchers confirmed that active learning strategies will result in more retention of subject matter and a deeper comprehension of the concepts covered in a class. In part this is due to the fact that these strategies require that the learner assume more responsibility, during class, for the learning environment. In conjunction with active learning, much interest has been focused on cooperative learning strategies, which require that the students operate in a more cooperative, or team, mode versus the more traditional competitive modes. In this paper three Electrical Engineering courses at Texas A&M University which incorporated various active and cooperative learning strategies are presented. The information does not deepen the already present research on these strategies. However, it does present detailed examples of the assignments made which utilized active and cooperative learning, the adaptations in student grading procedures which were made, the attitudes of the students during the courses, and a brief follow-up on the students a year after the courses. The three courses described are: Introduction to Digital Logic, Introduction to Microprocessors, and Microcontroller Design.For each course the course content, grading policies, and facilities will be described. The student evaluations of the course at the end of the semester, and the evaluation of the student's performance a year after completion of the course is presented. The findings from the utilization of the active and cooperative learning strategies indicate that whether these strategies are used exclusively in the course or to lesser degrees, they have a very positive impact on student attitudes, and on apparent interest in the field a year later. This study cannot claim to p rove that the students perform better after the class, but a better attitude nearly always means positive performance results at some level.
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