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July 2004 Journal of Engineering Education1 MICHAELPRINCED epartment of Chemical EngineeringBucknell UniversityABSTRACTThis study examines the evidence for the effectiveness of activelearning. It defines the common forms of active learning mostrelevant for engineering faculty and critically examines the coreelement of each method. It is found that there is broad butuneven support for the core elements of active, collaborative,cooperative and problem-based learning. I. INTRODUCTIONA ctive learning has received considerable attention over thepast several years.

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