| Traditionally, academic support programs have taught students "how to learn" and faculty development programs have worked with faculty on "how to improve" their teaching. This separation of teaching and learning is declining as institutions begin to move from the "Instructional Paradigm," which focuses on providing instruction, to the "Learning Paradigm" in which colleges exist to provide learning (Barr and Tagg, 1995).;The purpose of this study was to examine how the Cooperative Learning Seminar enhanced the teaching and learning process at a research university. Cooperative Learning Seminars are weekly, semester-long seminars attached to college courses that assist students in learning and study strategies, and course content using the instructional format of cooperative learning.;A qualitative methodology was used to investigate, describe, and draw generalizations about how the seminar enhanced the teaching and learning process for faculty and students. The sample included students, Academic Skills instructors, and faculty who were involved with the Cooperative Learning Seminar at a large research university. Focus group and individual interviews were conducted with 24 individuals involved with the seminar which were tape recorded, transcribed and content analyzed. In addition, seminar evaluations and program documents were reviewed.;The findings indicated that the Cooperative Learning Seminar did enhance the teaching and learning process at a research university. Four themes emerged from the focus group and individual interviews: involvement in the teaching and training process, integrating strategies in the course content, impact on the teaching process, and understanding the teaching and learning process. The seminar, focused on student learning in the course, assisted in the facilitation of the teaching and learning process. This facilitation may be referred to as an active mediation of learning between the students and the professor.;The results suggest that the active mediation of learning is an effective model for teaching and learning at research universities, particularly for large, high-risk introductory courses. They also indicate the importance of teaching strategies to students and faculty to enhance the teaching and learning process. Finally, individualized faculty development can occur through ongoing consultations about student learning and the Cooperative Learning Seminar. |
