Abstract
In this article, the implementation of a learning community as a model into the Industrial Technology curriculum at the Iowa State University (ISU) in the United States of America (USA), is described with the authors providing recommendations for other industrial technology faculty wanting to establish learning communities within their own programs. It begins by defining 'learning communities' and giving examples of different types of learning communities. The ISU experience is then discussed covering: credit coursework and out-of-class activities; peer, faculty, and industrial mentors and graduate assistants; and assessment. The article concludes with the authors' reflections, conclusions and recommendations based on the Technology Learning Community (TLC) model they implemented and evaluated.
Highlights
The word team can mean different things to many people
To some the word team means playing a game together such as baseball, football, or basketball. These types of teams, because the outcome depends on their collective action, truly do function together as a team; team members either win together or lose together
This article offers a definition of what a self-directed team is, how it functions, how it functions in industry, and what team members need to know to work well in teams
Summary
Follow this and additional works at: http://lib.dr.iastate.edu/abe_eng_pubs Part of the Agriculture Commons, Bioresource and Agricultural Engineering Commons, and the Engineering Education Commons. The complete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ abe_eng_pubs/47. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html
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