A Research on the Application of Cooperative Education in the Capstone Project Course of Technical Universities and Colleges in Taiwan The teaching objectives of technical and vocational education mainly include cultivating studentsu0027 professional knowledge, technical skills, professional ethics, innovative thinking and adapting to social changes to meet the needs of the future workplace. The purpose of the capstone project course is to enable students to apply what they majored in professional subjects and internship, and to enable students to learn independently and develop problemsolving skills through capstone project courses. This paper analyzes the current situation of literature and vocational education and proposes a special program T (topic) D (discussion) I (implementation) P (presentation) E (evaluation) teaching model (hereinafter referred to as the TDIPE model) combined with industrial resources. This paper provided a special teaching model that combines industrial resources and experience. The school cooperates with industrial companies and maximizes benefits for both sides.

Development of Problem Solving Skills Amongst Undergraduate Engineering Students through a TeamGameTournament Collaborative Learning Method Problemsolving ability through critical thinking is an important skill required by an engineering student. Through these skills, students are expected to solve a realworld problem and provide an optimized solution. Working as an individual and as a team member can help a student to achieve this. Smallsized group activities will give opportunities to every student for interactions, reflect upon and reply to the diverse responses from their peers and hence contributing to the individual as well as group learning. One such activity is a TeamGameTournament (TGT) which builds a cooperative learning environment to develop a competitive activity that can help students to engage in critical reasoning. The quasi experimentation is done with 23 students of T.Y.B. Tech in wireless communication course by the implementation of TGT activity in the classroom. The class is first divided into heterogeneous (home) teams where students of different ability to learn together (team game) through collaboration, discussion and help each other in learning. New homogenous teams are formed later where students of same ability compete with each other (tournament) by applying the knowledge they have learned through collaboration in home team. Students then return to their home groups and report their earned scores. Feedback survey reveals that 82% of students strongly agree that collaborative activity was engaging and motivating for critical thinking. Semistructured studentu0027s interview reveals that classroom collaboration is superior to web collaboration. Points earned in the game and tournament phase measures the learning of every student. On comparing the median score of each team with the class median score it has been found that four teams have scored more than the median score of class indicating improved learning. There was 30% improvement in a number of students attempting numerical example in unit xe2x80x93II test after TGT activity.