Join us for two interactive presentations and a mini-workshop by doctoral students taking part in the advanced Certificate in University Teaching (CUT) program, and find out more about the educational research interests of your fellow graduate students across campus. This will be a 1.5 hour-long session that will count towards your Fundamentals workshop credit.
Replacing Final Exams with Open-ended Course Projects (mini-workshop), Kevin Goorts, PhD Candidate, Civil and Environmental Engineering
This workshop aims to bring awareness to the importance of assessment and make participants recognize that although widely used, summative exams have a number of flaws that not only bias evaluation but also impact student learning. The main goal is to introduce project-based learning as an alternative to traditional final exams and develop skills to identify where and how course projects can be used effectively.
Project-Based Learning in Engineering Education (presentation), Hongli Liu, PhD Candidate, Civil and Environmental Engineering
Project-Based Learning (PBL) is an instructional approach that organizes learning around projects. In my presentation, I will talk about the definition and characteristics of PBL and PBL application examples in engineering education and evaluations. Drawing on PBL research, I will conclude by discussing my ideas for incorporating PBL in engineering courses.
Finding Balance between Lectures and Experiential Learning in Ecology and Related Courses (presentation), Patricia Huynh, PhD Candidate, School of Environment, Resources and Sustainability
To solve complex ecological problems, it is essential to learn ecological theory. It can be challenging to ensure that students are learning foundational, ecological concepts in lectures, and not just focusing on technical skills, such as flora and fauna identification, or various sampling techniques that occur in the field/laboratory. This research paper explores the literature on experiential learning and how it can be used in lecture settings. The goal is to maximize in-class learning in ecology, and related courses, by incorporating experiential learning into the lectures so that students can solve problems using a holistic approach that is grounded in theory.
- Registration is required. Difficulty registering? Read our registration help guide.
- Participants will receive an attendance credit towards the Fundamentals program if they arrive on time and stay until the end of the event.
- A maximum of one special topic workshops can be counted towards your Fundamentals certificate.
Many of our workshops have waiting lists, so if you've registered but can't attend, please notify us 24 hours in advance (at firstname.lastname@example.org ) so that we can give your spot to someone else.
The University of Waterloo is committed to achieving barrier-free accessibility for persons with disabilities who are studying, working, or visiting at Waterloo. If you have questions concerning access, such as parking, building layouts, or obtaining information in alternative formats, or wish to request accommodations for a CTE workshop or event, please contact CTE via email (email@example.com) or phone (ext. 33857) and include the session’s title and date. Our workshops typically involve a mix of presentation and discussion-based activities, and we encourage a scent-free environment. We also welcome accompanying assistants, interpreters, or note-takers; notify us if accommodations are needed in this regard. Please note that some accommodations may require time to arrange.
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