This workshop introduces participants to effective teaching practices and pedagogical concepts in engineering education. It is intended for faculty and graduate students who are interested in evidence-based teaching practices in engineering.
The objectives of this workshop are to help participants:
Develop a scholarly approach to teaching in engineering that includes use of literature, collection of data from students, and evaluation of the implications for on course quality. This reflective practice allows the instructor to assess the degree to which a course meets its intended goals.
Develop a network of supportive peers.
Participants will apply principles and frameworks to their own course during the workshop activities.
Sunday Morning 9:00 – 12:00
Part A: How Learning Works
Learning theories - mentoring and facilitating vs. delivering
The Cognitive and Affective domains and learner outcomes
Kolb’s Cycle of Learning – Design of learning activities to develop mastery
Pedagogical Triangle (student/content/instructor)
Identifying your instructional persona, building trust, managing expectations
Part B: Constructive Alignment and Learning Objectives
Learning objectives into the context of novice learners
Mini presentation on course objectives
Create learning objectives for a learning session activity
Sunday Afternoon 1:30 to 4:00
Part C: Your Engineering Classroom goes Flipped!
In the flipped classroom, the roles of homework (application, analysis, synthesis and evaluation tasks) and lecture (knowledge and comprehension tasks) are reversed, allowing for higher-order learning in the classroom. The flipped classroom can be an effective teaching strategy in engineering. Participants in the workshop will learn about flipped classroom strategies, teaching best practices, and develop a plan to flip one lecture from a course they teach. The workshop will model the flipped classroom: participants will be asked to complete pre class activities ahead of the workshop.
John Nychka, University of Alberta
John’s passion is finding new and better ways to achieve deep and effective learning. He is a proponent of the experiential learning process, and has developed and shared numerous thoughts and ideas about teaching pedagogy, design, and engagement through presentations, workshops, and publications. He is currently an Associate Professor and teaches introductory materials engineering, communication, and capstone design courses.
Marnie V. Jamieson, University of Alberta
Marnie V. Jamieson, M. Sc., P.Eng. is an Industrial Professor in Chemical Process Design iIn the Department of Chemical and Materials Engineering at the University of Alberta and holds a M.Sc. in Chemical Engineering Education. She teaches chemical process design and her current research focuses on the application of blended and active learning to design teaching and learning, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to introduce Blended Learning into Engineering Capstone Design Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.
Suzanne Kresta, University of Alberta
Suzanne's teaching interests center around uncovering implicit knowledge, integrating engineering design into the core chemical engineering curriculum, and designing courses to accelerate student learning past routine problem solving and into critical thinking and process evaluation. She has been involved with faculty development at the University of Alberta since 1996, leading the (New) Faculty Forums, serving as a Peer Consultant across the university, and most recently leading a review and expansion of the Graduate Teaching and Learning Program at the FGSR, which now includes the scholarship of teaching and learning.
Michel Perrier, Polytechnique Montreal
Michel Perrier has been a Professor in the Department of Chemical Engineering at Polytechnique Montreal since 1993. He was head of the department from 2009 to 2013. He received his B.Ing. and M.Sc.A. from Polytechnique and his Ph.D. from McGill University. He received in 2009 the D.G. Fisher Award from the Canadian Society of Chemical Engineering for his contributions to process control research and teaching in Canada. He was inducted as a Fellow of the Canadian Academy of Engineering in 2010. He received an honorary doctorate from Faculté Polytechnique de Mons (Belgium) in 2008 for his contributions to adaptive control of bioprocesses. He was awarded the Teaching Excellence award from Polytechnique in 2005 and completed one third of the Microprogramme en pédagogie de l'enseignement supérieur (MPES) de l'Université de Sherbrooke during his most recent sabbatical. He was recently appointed as the second Chair of Engineering Teaching and Learning at Polytechnique (a post he shares with Patrice Farand).