Cooperative learning (CL) has been lauded over the years as one of the most successful teaching/learning strategies employed by professors of science, mathematics, engineering and technology (SMET) in institutions of higher education throughout Puerto Rico. The goal of the research project presented here was to examine the effectiveness of CL as perceived by SMET faculty who use it in the classroom at member institutions of the Puerto Rico Louis Stokes Alliance for Minority Participation (PR‐LSAMP). As a long‐term goal, PR‐LSAMP researchers desired to use the findings to understand and address the training needs of their SMET faculty. Data was gathered on faculty members' use of CL and their perceptions of the effect of CL strategies on student performance and attitudes. Principal survey results showed that over 60% of faculty felt confident in their knowledge of CL theory and role assignment, although somewhat less confident in conflict resolution, grading activities and individual accountability. Fifty percent (50%) reported using the strategy very often or often (primarily for the exploration and learning of new concepts, in team projects and presentations, and in quizzes). Forty‐one percent (41%) described their experience in implementing CL as excellent or very good. In addition, faculty perceived more positive than negative changes in student performance and attitudes. Based on study results, researchers concluded that the success of cooperative learning in PR‐LSAMP institutions signals the beginning of a paradigm shift in the islands' educational system. In addition, results of the study were subsequently used to develop a cadre of SMET faculty to train their peers in various areas of cooperative learning.
Lead by the University of Puerto Rico Resource Center for Science and Engineering, several higher education institutions on the Island have been collaborating for various years in the Puerto Rico LSAMP (PR-LSAMP) program. The core PR-LSAMP is the curricular revision of Science, Mathematics, Engineering and Technology (SMET) courses to improve student performance. This paper describes the curriculum assessment, innovation strategies and outcomes of the PR-LSAMP program during a period of seven years. The curricular initiatives of the program include identification, assessment and reform of SMET "gatekeeper and bottleneck" courses; description of successful reforms institutionalized at several institutions (such as integration of laboratory & courses, use of active/cooperative learning, and faculty development). The current multi-faceted curricular innovation strategy is presented.
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