Doing CL The goal of this section is to provide the instructor with some starting ideas: Things to consider as you contemplate incorporating collaborative learning structures into your course. This section does not seek to be a complete treatise on collaborative learning. If you wish to probe further into collaborative learning structures, assessment techniques, group dynamics, and the other myriad of topics, please see the excellent references below or visit our annotated bibliography. This section focuses on the "practical" side of implementing collaborative learning: Some things that may need to be considered to make it work in the classroom. The first sections are devoted to course structure and objectives, creating goals, and ascertaining (and incorporating) student goals so they "buy into" this teaching style. Subsequent sections deal with some evaluation issues, creating groups and the roles within the groups, the new roles the students and the instructor face, and some ideas on group dynamics. Following this are sections on the enhanced lecture, several collaborative learning structures, and risks associated with implementing collaborative learning structures in the classroom. Finally, it is important to note that incorporating collaborative learning in a course does not mean that small group work must be used all of the time. One needs to consider the course objectives, the instructor's style, the students' experience level, and the complexity of the course to determine when it is and is not appropriate to embrace group work. What is important is not how much or how little lecturing is done in the classroom, but rather how active the students' learning process is. Learning can not occur with passive students (Bonwell and Eison, 1991). Additional references: Angelo, T. A., and Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition, San Francisco: Jossey-Boss. Bonwell, C. C., and Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: The George Washington University, School of Education and Human Development. Goodsell, A. S., Maher, M. R., and Tinto, V., Eds., (1992). Collaborative learning: A sourcebook for higher education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University. Johnson, D. W., Johnson, R. T., and Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company. Johnson, D. W., Johnson, R. T., and Smith, K. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University, School of Education and Human Development. Kadel, S., and Keehner, J., Eds., (1994). Collaborative learning: A sourcebook for higher education, volume II. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University. McKeachie, W. J. (1994). Teaching Tips, 9th edition, D. C. Heath and Company. Millis, B. J., and Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty, American Council on Education, Series on Higher Education. The Oryx Press, Phoenix, AZ. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice, 2nd edition, Boston: Allyn & Bacon. Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.

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