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This study tests a revised implementation of collaborative problem solving “Workshops” in a first-year engineering calculus course. Instead of producing individual written solutions, groups solve the same problems together at chalkboards and finish with a mutually agreed answer. Surveys, TA feedback, and video-observation data indicate the change increases collaboration and engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaborative-problem-solving-at-chalkboard-vs-on-paper-for-first-year-calculus-spring-2018/588749/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaborative-problem-solving-at-chalkboard-vs-on-paper-for-first-year-calculus-spring-2018/588749.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What innovation does the study test in the Workshops?","Question",{"text":112,"@type":113},"Students solve the same problems in the same small groups but work together on chalkboards and end the period with a mutually agreed upon solution, rather than turning in individual written solutions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the innovation assessed in the study?",{"text":117,"@type":113},"The study uses student surveys, TA feedback, and observation and video recording of workshop sections to evaluate effects on collaboration and engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"What initial course change led to the Workshops’ development at Cornell?",{"text":121,"@type":113},"Engineering College faculty and Mathematics faculty collaborated to enhance the first required calculus course, adding a collaborative problem-solving component with real-world physics and engineering applications.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588749,1792896579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSPRING 2018  \nCollaborative Problem Solving at Chalkboard vs. On Paper For First-Year Calculus  \nHADAS RITZ  \nAND  \nLISA SCHNEIDER-BENTLEY Cornell University  \nIthaca, NY  \nABSTRACT  \nCollaborative learning is well-established as a method to improve student learning and retention in engineering classrooms. One problem with collaborative learning is difficulty maximizing engagement of all students during group activities. We tested a change in implementation of collaborative problem solving sessions (Workshops) in a first-year Calculus for Engineers course. Previously, students sat at tables and worked together in small groups to solve provided problems, with each student ending the class period with her or his own written solution. The innovation in this study had students solving the same problems in the same small groups, but working together on the chalkboards, with each group ending the class period with a mutually agreed upon solution. Data collection to assess the innovation included student surveys, TA feedback, and observation and video recording of Workshop sections. The data support this innovation as a way to increase student collaboration and engagement during collaborative problem solving.  \nKey words: Collaborative learning, increasing small-group interaction, work at board  \nINTRODUCTION  \nIn 2006, Engineering College faculty at Cornell University collaborated with Mathematics faculty to develop an enhancement to the first required calculus course for first-year engineering students (Schneider, Kelley, and Baker, 2007) . Noting dual goals of integrating science and engineering with the first-year calculus content and of providing a collaborative problem-solving component within the course, the Engineering Math Workshops effort began. Faculty developed Workshop problems in which students must use mathematical concepts from the single-variable calculus course to solve problems with stimulating and thought-provoking real-world physics and engineering applications.  \nSPRING 2018 1  \nADVANCES IN ENGINEERING EDUCATION  \nCollaborative Problem Solving at Chalkboard vs. On Paper For First-Year Calculus  \nOne of the two existing Teaching Assistant (TA)-led recitation/discussion sections for the course was replaced with an interactive, problem-solving session in which students would work in small groups on solving those Workshop problems. An example Workshop problem is found here.  \nThe Engineering Math Workshops effort was partially motivated by the wealth of studies demonstrating the benefits of active learning (Felder, Felder, and Dietz, 1998; Prince, 2004; Hake, 1998) and collaborative learning (Colbeck, Campbell, and Bjorklund, 2000; Johnson, Johnson, and Smith, 1998a,b; Springer, Stanne, and Donovan, 1999; Terenzini, et al., 2001) in improving learning outcomes for students in a variety of fields. The Workshops were further informed by curricular innovations toward greater integration of math, science, and engineering content in undergraduate engineering programs at other institutions (Carr, 2003; Froyd and Ohland, 2005; Olds and Miller, 2004) . These documented experiences with integrated curricula suggested that the skill of applying mathematics to engineering problems can and should be explicitly taught to engineering students early in their undergraduate careers. Expected outcomes of this type of integration for students include a more thorough understanding of the mathematical concepts, a stronger sense of engagement with the first-year curriculum through an exposure to engineering applications, and an enhanced ability to recognize and apply the mathematical concepts when called upon to do so in subsequent engineering courses.  \nWith almost a decade of experience with these Workshops in this calculus course, in addition to realizing the many benefits, some recurring problems have come","cbCaifb7T4EWy6uQ","https://ap.wps.com/l/cbCaifb7T4EWy6uQ","pdf",3808445,22,"English","# Abstract\n# Introduction\n# Engineering Math Workshops Implementation and Current Innovation\n## Overview of the course structure\n## Replacing TA-led sections with workshop problem solving","[{\"question\":\"What innovation does the study test in the Workshops?\",\"answer\":\"Students solve the same problems in the same small groups but work together on chalkboards and end the period with a mutually agreed upon solution, rather than turning in individual written solutions.\"},{\"question\":\"How is the innovation assessed in the study?\",\"answer\":\"The study uses student surveys, TA feedback, and observation and video recording of workshop sections to evaluate effects on collaboration and engagement.\"},{\"question\":\"What initial course change led to the Workshops’ development at Cornell?\",\"answer\":\"Engineering College faculty and Mathematics faculty collaborated to enhance the first required calculus course, adding a collaborative problem-solving component with real-world physics and engineering applications.\"}]","Collaborative Problem Solving at Chalkboard vs. On Paper for First-Year Calculus - Spring 2018 | PDF",1792065866,55]