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Collaborative Learning Techniques: A Handbook for College Faculty, 2nd Edition by K. Patricia Cross, Claire Howell Major, Elizabeth F. Barkley

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Chapter 3Designing the Learning Task

College professors appear to approach teaching on a continuum. On one end, they match Fink's (2013) description of putting together courses by creating a list of eight to twelve topics—drawn either from their own understanding of the subject or from a textbook's table of contents—and then developing a series of lectures to go with it. With the addition of a midterm or two and a final exam, the course is good to go. We suspect that these teachers are finding it increasingly difficult to keep their students engaged and that they are hoping to find in this handbook a technique or two to help improve their (and their students') classroom experience.

But we are also encountering a rising number of professors ...

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