Free ticketed event
The flow of the workshop will follow the schedule below:
1. Welcome, introductions and an activation activity (Stand By Me) [15 min]: a. We will review the learning outcomes, introduce the facilitators, and review
structure of the session; b. Participants will stand by posters that represent their choice for a set of structured questions that both expose their current thinking about teaching and gives them an opportunity to quickly introduce themselves to others.
2. Discussion of effective teaching [35 min] a. Quick Write Task – participants individually reflect and then write and/or draw what they might see and hear in a class that would be evidence of effective teaching [10 min]; b. In triads, discuss the quick write. Each group will prepare to share out key points of the discussion [15 min]; c. Whole group share out [10 min]
3. Introduction to Engineering Learning [30 min]: a. Mini-lecture and reading on the phases of Engineering Learning (articulate, design, enact, reflect, collaborate) [20 min]
; b. Discussion of Engineering Learning – clarifying muddy points [10 min]
4. Course design using the Engineering Learning framework [80 min]: a. Individually identify a course and describe as much of the Articulate Phase for that course as possible [15 min]; b. Share out ideas and challenges with the Articulate Phase [10 min]; c. Dig into the design process, beginning with defining at least three strong learning outcomes (this includes reviewing and modifying sample outcomes, then trying it on their own outcomes- pairs will give each other feedback) [30 min]; d. Alignment of learning outcomes and assessments – Play the alignment game, a modified version of Apples to Apples style game where participants work to align learning outcomes and assessments, each is iscussed by the team. They will then consider one of their own learning outcomes and share an assessment that aligns with the outcome [15 min]; e. Share out key points from the game and discussions [10 min]
5. Wrap up [10 min]
Sam is the founding Director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He served as Chair, Disciplinary Literacy in Science and as Associate
Director, Engineering Education Research Center at the University of Pittsburgh; Director of Research & Development for a multimedia company; and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory. His current efforts focus on innovation of teaching practices in STEM fields and systemic change within higher education.
Amy is a faculty developer in the Trefny Innovative Instruction Center at the Colorado School of Mines. Her research has focused on conceptual understanding in core engineering courses, opportunities to support engineering students’ professional development, and efforts to support underrepresented students in engineering. Her current work in faculty development focuses on supporting faculty members in incorporating research-based practices into their own classrooms.