Free ticketed event
Many faculty begin their careers with little or no formal education in teaching and learning. Yet teaching and learning is at the core of a university’s mission and business. To help faculty learn about the process of designing and delivering an effective course, we developed the Engineering Learning framework.
This interactive workshop will help new faculty (as well as experienced faculty who are interested in learning about course design) begin to design, or redesign, a course using the Engineering Learning framework. We will begin the session by brainstorming aspects of effective teaching. This first step is important to ensure that all participants can articulate a clear vision of what they mean by effective teaching and effective courses. Following this introduction, we will introduce the Engineering Learning framework. In the remainder of the workshop, participants will consider a specific class that they are teaching or might teach in the future, and work through several aspects of the course design process using the Engineering Learning framework as a guide. Participants will leave the session with the framework and a jump start into the process of designing a course.
Sam Spiegel is the founding director of the Trefny Innovative Instruction Center at the Colorado School of Mines. He served as chair of Disciplinary Literacy in Science and associate director of the Engineering Education Research Center at the University of Pittsburgh; director of research and development for a multimedia company; and 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 Hermundstad Nave 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.