In 2014, the teaching champions from the departments/units worked to build knowledge and skill in the peer evaluation of teaching.
The Society for Teaching and Learning in Higher Education (STLHE) has posted a series of short (two- to four-minute) videos on teaching large classes.
This workshop was developed through collaboration between Donna Ellis, director of the Centre for Teaching Excellence, and Gordon Stubley, associate dean, engineering teaching. Donna and Gordon were also the facilitators for this session.
Why does student attention fade? Why do students appear to be more attentive to some instructors? How do our lecturing strategies affect student attention?
This session built upon the May, 2013 session in which we discussed how cognitive psychology can be used to inform our understanding of student motivation.
In Seven Principles for Good Practice in Undergraduate Education, Chickering and Gamson identify prompt feedback as one component of exemplary teaching.
Using Svinicki's prior work on student motivation, a possible framework for understanding student motivations was discussed.
With a focus on enhancing the learning experience, this session explored two models of learning: Kolb's experiential learning model and Felder-Silverman's learning style model.
Participants completed the online teaching perspectives inventory and brought their results with them to the sessions.
Student course evaluations in University of Waterloo Engineering are a long-standing joint venture between the Faculty and EngSoc.